TSR Newsletter

TSR Newsletter, Volume 4:9 (November 2004)

by User Not Found | 11/01/2011
TSR Newsletter In This Issue...
  • Articles and Information
    • TESOL Symposium on Social Responsibility
    • Food for Thought: What's in a Lunch?
    • The Paperless Classroom? Updated
    • 911 Memories
    • 10th Linguapax Conference Report
    • Are You a Humanizer?
    • From the Bookshelf
  • Community News and Updates
    • Back Issues of TSR Newsletter
    • TSR E-List Manager Needed
    • About This Member Community

Articles and Information TESOL Symposium on Social Responsibility

By H. Douglas Brown, e-mail hdbrown@sfsu.edu

On Monday, July 19, just prior to BrazTESOL's annual convention in Belo Horizonte, TESOL sponsored a one-day symposium on the theme of social responsibility. Three international speakers were featured: Peter Medgyes, Deputy State Secretary in the Hungarian Ministry of Education; Maria E. Flores, recently retired Academic Director of the Centro Cultural Costarricense-Norteamericano in Costa Rica; and H. Douglas Brown, professor of English and director of the American Language Institute at San Francisco State University, USA.

The day began with introductory comments from TESOL's conference organizers and local Brazilian planners and supporters, followed by "teaser" presentations by each of the featured speakers to the plenary audience. These presentations allowed all participants to be informed on the nature of each speaker's focus. Following lunch, each speaker led one and a half hour sessions concurrently, with audience members choosing among the three. The day wrapped up with a panel discussion and question-and-answer session featuring all three audiences, the three speakers, and Donald Occhiuzzo, director of World Learning, Brazil, as chair. Throughout, local Brazilian leaders and participants offered their usual Brazilian warmth, humor, and zest for life!

In the first of the three concurrent sessions, Peter Medgyes reported on a national language program in Hungary that adds an intensive year of foreign language study to secondary school students who apply for and are accepted into the program. They must be willing to add one year to their total four years of secondary school study, but the students are given the opportunity to become fluent in a second language (most choose English, some choose German) through intensive content-based language instruction. Such additive bilingualism will have the effect of graduating students who are ultimately more capable of carrying out a dialogue across national and linguistic barriers.

Maria Flores called the audience's attention to a neglected facet of the social responsibility theme: the social responsibility of administrators to carry out their functions ethically and with the cognizance of their own implicit charge to help both teachers and learners to be agents of change. TESOL's TSR caucus has witnessed hearty attention to teachers' social responsibility, but little has been said about the administrators and bureaucracies that govern institutions and the teachers within them. Flores reminded the audience of our own mandate to be a strong voice of social concerns with our administrators. Teachers were urged not to capitulate to administrators who refuse to listen attentively to their expressed needs.

Doug Brown renewed his call for teachers in the classroom to be agents for change in a world threatened by bureaucracies, censorship, political agendas, and power relationships. He reminded his audience, however, that certain moral dilemmas face teachers in their zeal to stimulate future leaders in their classrooms: every attempt to encourage critical thinking in classrooms risks the teacher's own agenda occupying too high a priority; exposing students to sensitive issues may offend students; and materials that promote such values as tolerance, equality, and stewardship may fail to present a balanced point of view. Guidelines for dealing with such dilemmas were offered.

This writer may not be able to offer an unbiased critique of the presentations and interactions of this important day in educating for social responsibility, but suffice it to say virtually all the comments that came my way were positive. Participants appreciated the variety represented in the three topics and the speakers' geographical origins. They were stimulated to consider how they might (a) implement socially responsible programs within educational ministries and governmental agencies, (b) encourage their own administrations to adopt a more empathetic ear to the needs of teachers and students, and not just acquiesce to the hierarchy's fiscal bottom lines, and (c) put a bold foot forward in classrooms, even though cautiously so, in engaging students in language for critical thinking and responsible action.

Perhaps if anything was lacking in this one-day conference, it was a more concerted opportunity to grapple with local issues in Brazil: to apply the models and principles offered by the three speakers directly to Brazilian educational institutions, and perhaps even to hammer out some tentative plans for specific action in the near future. As it was, participants were left to devise their own applications to their local contexts at some point in the future-a frequent byproduct of periodic professional meetings that are heavy on inspiration but low on the nitty-gritty perspiration needed to realize the visions that have been presented. It might be another case of drawing attention to global issues with few local solutions.

To conclude on a positive note, I want to congratulate TESOL for organizing and presenting this conference on this particular timely theme. Further, I thought the interaction among participants was dynamic and enthusiastic. The audience was peppered with creative, active, forward-looking teachers and administrators-many from Brazil but also some from other South American countries. I feel hopeful that the information and inspiration that was gained from this TESOL Symposium will infectiously spread to numerous classrooms and institutions across Brazil and her geographical neighbors.


Food for Thought: What's in a Lunch?

Waste-free lunches reduce landfill waste, help schools save money.

By Amy Hemmert, e-mail amy@obentec.com.

From 1989 to 1993 I lived and worked in Japan, where my morning routine involved packing my bento box with delicious, wholesome foods, putting it in my briefcase, jumping on my bicycle, and heading off to school. When I returned to the United States, I traded in my bicycle for a car and the Japanese university for an American one, but my bento routine remained much the same.

Back in the States it was no surprise to find that I was the only teacher with a bento box, but I was shocked to see that only a handful of teachers and students were packing their lunches in reusable containers. The school garbage cans were full of disposable containers, uneaten food, and single-use drink bottles. A "homemade" lunch was, in many cases, nothing more than a collection of takeout foods or prepackaged lunch items like cereal bars, yogurts, juice boxes, fruit roll-ups, and chips. Taking no more than five minutes to assemble, this type of lunch is quick and convenient. Prepackaged lunch items can be purchased in large quantities and stored for a long period of time, but what is the environmental impact?

According to the New York State Department of Conservation, taking a disposable lunch to school creates an average of 67 pounds of trash per school year--a huge amount of trash for our financially strapped schools to haul off to burgeoning landfills.

And discarded packaging is not the only culprit. Trash audits at schools across the globe reveal that food waste contributes significantly to the landfill-bound waste stream. Because prepackaged foods cannot be resealed, it's impossible to take a few bites (or sips) and save the rest for later. "During our first trash audit, we found a large number of unopened and nearly full single serve items like cheese sticks, yogurts, chips, and juice boxes, pouches and cans," says Laura Everett, Waste Reduction Task Force volunteer at Gateway School in Santa Cruz, CA. "The students can't wrap the food back up, so they toss it into the trash instead" (2003, Santa Cruz, CA, USA interview conducted by Amy Hemmert).

So what can we do? We can join the many teachers, parents, administrators, and students are working together to implement waste-free lunch programs at their schools.

Set a good example by packing a waste-free lunch every day. It's easy once you make it part of your daily routine.

  • Pack food in reusable containers-Avoid plastic bags, plastic wrap, aluminum foil, and prepackaged foods whenever possible.
  • Use a refillable drink bottle.
  • Use a cloth napkin instead of paper.
  • Pack reusable utensils instead of disposables.

Packing a waste-free lunch may take a bit more time and creativity but, given the environmental consequences associated with disposable lunches, it is well worth the extra effort. Here are some tips for making it work:

  • Pack lunches the night before and store them in the refrigerator overnight.
  • Maximize leftovers. Prepare extra servings at dinnertime for the next day's lunches. Pack the leftovers in lunchboxes in the evening when you're doing your regular dinner clean up.
  • Keep fresh fruits, vegetables, whole grains, and other nutritious foods on hand.
  • Keep nuts and dried fruit on hand for emergencies.
  • Buy from bulk bins to reduce your costs.
  • Consider purchasing a CSA (Community Supported Agriculture) share or shop at the farmers' market. To find a CSA or farmers' market near you, visithttp://www.localharvest.org/.
  • Write your name on all your containers before you leave the house.

Talk to students and teachers about the benefits of packing a waste-free lunch. Hang signs in the lunch area and design lessons that focus on waste reduction. Some ESL materials can be found at http://www.wastefreelunches.org/ESLMaterials/PresentationLinks.html. If possible, schedule a field trip to the landfill or recycling facility so teachers and students will understand where their trash goes.

Start a waste-free lunch program at your school. For detailed instructions, visit http://www.wastefreelunches.org/.

Packing a waste-free lunch not only reduces landfill waste, but it costs less too. A prepackaged lunch costs about $4.02 a day or $723.60 per school year compared to $2.65 a day ($477 per school year) for a waste-free lunch-a difference of $246.60 per person per year. The financial Web site,http://www.dinkytown.net/ estimates that an adult can save about $100,000 over a 30-year career by packing lunch from home. (This assumes a cost of $3.50 for a home-packed lunch compared to $6 for a takeout meal.)

Finally, waste-free lunch programs help schools reduce waste hauling fees by reducing the amount of trash they send to the landfill. In fact, if every elementary school student in the U.S. packed a waste-free lunch, 1.2 billion pounds of lunch waste would be diverted from the waste stream annually. That's a lot of trash, and that translates into huge savings for our families and our schools.

For more information on waste-free lunches, to find out what others are doing, or to share your own waste-free lunch story or teaching materials, visithttp://www.wastefreelunches.org/.

Amy Hemmert is a teacher, writer, and mother of two school-age children. Her two ESOL textbooks: Communicating on Campus: Skills for Academic Speaking(with Ged O'Connell) and Out and About: An Interactive Course in Beginning English (with Rick Kappra) are available through Alta Books (http://www.altaesl.com/). Her book of lunch ideas, The Laptop Lunch User's Guide: Fresh Ideas for Making Wholesome, Earth-friendly Lunches Your Kids Will Love (with Tammy Pelstring) can be found at http://www.laptoplunches.com/.


The Paperless Classroom? Updated

Tom Robb has a long history of service to TESOL and related organizations, such as JALT (Japan Association for Language Teaching). CALL (Computer Assisted Language Learning) is one of Tom's specialties.

In 1997, Tom wrote a piece titled "The Paperless Classroom?" for TESL-EJ, an Internet journal on ESL that he helped to start. The journal addresses how computers and other tools can help us move toward a paperless classroom. Please note the question mark at the end of the article's title.

Today, 1997 seems like ancient history with the changes in technology available to teachers. In response, Tom has kindly updated his piece. Please have a look: http://www.kyoto-su.ac.jp/~trobb/paperless.html. And, let's hope we can replace the question mark at the end of the article's title with a joyous exclamation mark!


911 Memories

By Emily Wilkins, Durham Public Schools in Durham, North Carolina, USA, e-mail emilyandneal@earthlink.net.

In a United States middle school class of ESL students, we had a daily list of vocabulary words. We would practice the words and explore their meaning and significance to students' lives. On September 10, 2002, my experience with the list took an unusual turn as we read the word "New York." Two students from Mexico inquired, in very broken English, if the following day would be a regular school day in light of the events a year prior. I assured them that it would be, but that the school would observe a moment of silence to remember the dead.

Ali, a student from Saudi Arabia, looked confused. He, equally haltingly, asked what event was being remembered. I proceeded to draw a picture of the Twin Towers on the board, with a plane approaching them. I then mimed a plane crashing into one tower and erased the top of the towers, drawing flames from the rubble. I wrote the date on the board, and "New York City" above the picture and watched as students reacted to the memory. For some, the information I gave led them to recall details they had heard, read, or seen on TV. Others looked on in bewilderment, seeking to understand. I wrote the number 3,000 while I mimed death. After a few students shared comments and questions, we went on with the rest of the lesson.

[Note: In an Internet search of coverage of September 11, 2001 in the Saudi press, I found no information about the attacks in 2001. There was some coverage in late October 2001 when New York City Mayor Rudolph Giuliani returned $10 million offered by a Saudi Prince. I suspect that if the event were covered in Saudi Arabia, Ali most likely took little notice of it.]

The next day, after the moment of silence, Ali volunteered that he had discussed the event with his uncle the night before. Some students expressed curiosity about the perpetrators of the 911 attacks. The class had a variety of theories [Al-Qaida, Saudi Arabia, Iraq, Osama bin Laden, terrorists], which I could neither confirm nor deny at the time. Several students expressed disbelief that Ali had not heard about it. One student asked outright how it could be that Ali had no knowledge of the suicide crashes and deaths, given the magnitude of the media coverage in this part of the world.

I volunteered that in the U.S., many people accept famine in one country, war in another, and a volcano erupting in a third, and usually spend no more than a few moments to pause and consider the 10,000 to 50,000 who died in such circumstances. For instance, as a nation, the U.S. response to the genocide in Rwanda was slow and ineffective at relieving any suffering or preventing further deaths, even as the death toll increased to 500,000. Contrasted to the suffering of other peoples, 3,000 deaths were less than catastrophic. Having said that, I must confess I lost no acquaintances, much less friends or family members, in the attack, and therefore was mostly able to maintain objectivity in the discussion.

Later the same day, another teachable moment again gave me reason to pause and reflect. Students had begun a group activity about what jobs their parents held before coming to the U.S. and what their current occupations were. Halfway through the group work, the students with whom Ali was working called me over. They told me that Ali's uncle was a flight instructor. They looked at me as if to ask: Is our classmate, Ali, the enemy?

I can't remember my exact reply, but I remember stressing the vital importance of trying to be on good terms with all people, reminding students that Ali was no more responsible for his uncle's and country's actions than I was for the actions of my older relatives and of my country, or than they were for theirs, and that all the facts had still not been uncovered.

Having now seen Michael Moore's film, "Fahrenheit 9/11," with its vivid indictment of the collusion between the Bushes and the Princes of Saudi Arabia, I still don't think I should have communicated anything different than I did. We still need to create a world where all people are heard and listened to without judgment. That is the only way I know to foster peace.

Ali has since left the district and returned to his native Saudi Arabia. He took with him some addresses of classmates who had welcomed and befriended him. As a group, the class grew from the interactions, as they struggled to reach for a higher understanding in those two fateful days. I hope that the group of students who wrestled on those two days with their limited understanding of the world around them continue to share their life experiences with each other.

As for me, I welcome e-mails as I continue to seek these precious glimpses of the real world.


10th Linguapax Conference Report

TSR's first chair, Kip Cates, passed on this news update.

The Linguapax Institute, an international nongovernmental organization (NGO) based in Barcelona, held its 10th Congress from 20 to 23 May 2004 in collaboration with the Universal Forum of Cultures Barcelona 2004. More than 400 participants from every continent expressed growing concern for linguistic diversity and submitted proposals for improving coordination between initiatives by specialised NGOs, universities, governments and international institutions, to protect the universal linguistic heritage. The Catalan Government was asked to create a 'home for languages' to act as an international reference for information and research in sociolinguistics and multilingual education.

The core themes of the congress were relations between linguistic diversity, sustainability and peace. Many experts feel that linguistic security, in the sense of abandoning old linguistic policies that repress diversity and furthering the development of all linguistic communities, is one of the conditions for peace. Linguistic peace must be the result of amicable relations between all communities. In a context of globalisation, when linguistic contacts are multiplied, linguistic diversity needs to be managed according to criteria of proportionality. It must be possible for all languages to take their place in educational systems, the administration and the media. The official status of some languages should not mean that others are excluded. Public institutions as well as intergovernmental organisations should help weaker languages and give special protection to autochthonous languages.

Special attention was devoted to multilingual education. Learning languages allows linguistic communities to maintain their own language and means that many people can satisfy their aspirations for new professional, economic and cultural experiences. At the same time, learning languages is a privileged means to intercultural understanding and to peace. Many delegates were able to assess the linguistic immersion methods used in the teaching of Catalan and said that the defence of mother languages is compatible with educational resources that speed up the learning of languages of social integration. It was also stated that individual and collective linguistic rights are complementary.

In the course of the congress the forthcoming publication in several languages of the report commissioned by UNESCO to a group of experts on linguistic diversity was announced and the Linguapax Institute will be responsible for the preparation of the second report. The main addresses to the congress and a summary of the various workshops can be seen on the Institute's website: http://www.linguapax.org/.


Are You a Humanizer?

By Francisco Gomes de Matos, e-mail fcgm@hotlink.com.br.

In No. 36 /April 1996 issue of FIPLV WORLD News, I made a plea for Humanization as a new approach to language education, based on such values as human rights, justice, peace, dignity, and intercultural understanding. In that brief text, I characterized the mission of humanizers as that of providing language learners with dignifying-and-edifying learning experiences. As a follow-up, here is a checklist for teachers and teacher educators to ask themselves to what extent and how deeply they can consider themselves as veritable humanizers.

I am a humanizer when I...

  1. perceive and treat my students as persons having rights and responsibilities approach language education/teaching as a system for helping learners grow personally, socially, intraculturally, and interculturally
  2. view and implement assessment of learners´ performance as a positive, humanizing system which emphasizes the strengths employed by students in their language learning. On the strategic relevance of using psychological knowledge positively , see the pioneering Handbook of Positive Psychology, edited by C.R. Snyder and Shane J. Lopez, Oxford University Press, 2002.
  3. apply human communicative rights in the classroom and assure learners of their right to hear (what is being said by other members of the classroom community) and the right to be heard and to see to it that students fulfill their corresponding communicative responsibilities.
  4. adapt/change portions of teaching materials which do not contribute to personal or group humanization. In such case, the key-question would be: what needs to be changed in such and such lesson, etc. so that language learning can become a deeply humanizing experience? How can that be done?
  5. adopt and sustain a positive view of the language and culture which are being experienced in the classroom and motivate students to share such constructive linguo-cultural perception.
  6. create humanizing , peace-building, peace-enhancing, peace-promoting activities so that learners build up their competence as caring and compassionate language users.
  7. probe language resources --especially vocabulary -- as tools with which students can both humanize themselves and the persons they interact with.
  8. in such spirit, investing cognitively on how to teach vocabulary positively can pay off good humanizing dividends. The corresponding key-question would be: How can the learning of vocabulary contribute to strengthening the learners´ sense of self-respect, mutual respect, and dignity?
  9. capitalize on literature which provides examples of humanization through interaction (dialogue between/among characters) and personal narrative. Testing the humanizing effects of such uses of literary texts would be a corollary to that pedagogical practice.
  10. prepare students to make the most humanizing uses of the Internet, through chatting with e-friends sharing a commitment to changing our world into a constructive place.

Every teacher and teacher educator is a creative person, so it is up to you to probe, refine and expand the above checklist. As a humanizer sharing the belief that languages are systems for humanizing their users, you are herein invited/challenged to play your role as committedly and constructively as possible.


From the Bookshelf Animal Equality: Language and Liberation Explores Speciesism and Language

No doubt about it, a reassessment is going on in how we humans view other animals. We see this reassessment in many ways, such as moves to ban fox hunting, legislation to slightly improve conditions for nonhuman animals whom people raise to eat, high school students refusing to dissect animals in biology lab, protests against circuses and zoos, campaigns to protect endangered species, greater variety in vegetarian options at restaurants and supermarkets, and products with labels boasting that they are not tested on animals. Even the McDonald's website has an Animal Welfare page:http://www.mcdonalds.ca/en/community/animal_principles.aspx.

On the other hand, meat/flesh consumption is increasing, with tens of billions of nonhuman animals slaughtered every year for food products, and super-model Cindy Crawford, who previously had appeared in highly publicized ads protesting fur, is back to wearing fur:http://www.msnbc.msn.com/id/5773586. Nonetheless, overall the times do seem to be changing in terms of our views toward other animals.

Of course, language is inextricably linked to changes in society. Joan Dunayer's book Animal Equality: Language and Liberation is all about how and why language should change in order to promote better lives for the rest of the planet's animals. Dunayer's goal is to eliminate speciesism: attitudes and behavior that discriminate against sentient beings because of their species. Dunayer formerly conducted research using nonhuman animals, such as rats. Having previously earned master's degrees in English education and English literature, she then turned to teaching college English and working as a writer and editor.

The book's 12 chapters can be read all the way through, or the book can be treated as a reference work [Even if the book is also used as reference, it should be read all the way through.], with an 8-page set of style guidelines, 16-page thesaurus of alternatives to speciesist terms, 38-page section of notes, 6-page bibliography, and 18-page index.

For example, the style guidelines include such advice as using "animals to include all creatures (human and nonhuman) with a nervous system" (p. 180) and avoiding "category labels that vilify nonhumans (vermin; pests; trash fish) (p. 181). The thesaurus contains terms to avoid and provides suggested alternatives, e.g., instead of veal, Dunayer recommends calf flesh, and instead of circus animal, circus captive.

The book's 12 chapters begin with an overview of speciesism and language in Chapter 1. Speciesism, Dunayer argues, includes treating animals as lesser beings, as things rather than individuals. Dunayer sees speciesist use of language as a means of self-justification of the way we mistreat our fellow animals. In the same vein, Chapter 2 looks at false categories set up to separate animals into us and them, e.g., talking about humans and animals as if we humans aren't animals or talking about primates and apes as if we aren't apes. Similarly, Dunayer decries categorizing animals into lower and higher with humans at the top of the hierarchy.

Chapter 3 is my favorite, filled with stories of the attributes of our fellow animals. To illustrate that the dichotomy between animal instinct and human intelligence may be a false one, Dunayer reports the story of the relationship between the cocker spaniel Rusty and the raccoon Snoopy (North, 1966, pp. 151-152). When Rusty needed help opening the screen door of his house, he would go off to the woods to find Snoopy, who would open the door and then return to the woods. Other false nonhuman-human dichotomies explored include maternal instinct vs. motherly love, mating vs. romantic love, and brutality vs. human kindness.

Chapters 4-9 take on specific areas in which humans mistreat other animals: hunting, sportfishing, zoos, aquariums, vivisection, and consumption of flesh, eggs, and milk. Chapter 10, "Pronoun Politics," looks at issues such as the use of who with all animals, not just human animals. For more on this issue, seehttp://www.ecoling.net/who.html.

Chapter 11, "'Bitches,' 'Monkeys,' and 'Guinea Pigs,'" looks at metaphors and links the use of metaphors that support discrimination against non-human animals with discrimination against females (e.g., "bitches") and blacks (e.g., "monkeys"). Chapter 12, the last chapter before the style guidelines and thesaurus, examines legal roadblocks to animal equality.

No doubt, some people will groan when they hear the ideas in this book and say, "Oh no, not another way for the PC police to tyrannize people." To this, Dunayer would probably respond that the changes she suggests are not about twisting language but about clarifying language use. For example, usingcalf flesh instead of veal makes clear exactly what people are eating. Furthermore, avoiding speciesism in language rather than being about some kind of tyranny is about uniting humans with our fellow animals to move toward a better, more egalitarian world. After all, where is the joy in imprisoning billions of our fellow animals?

Dunayer has a new book set to appear late in 2004. The title is Speciesism (ISBN 0-9706475-6-5). The book, also published by Ryce Publishing, deals less with language and more with philosophy, law, and activism. If this new book is anything like Animal Equality, it will have an uncompromising, impassioned, well-informed style that will make us all think more deeply about our relations with our fellow animals.

References

Dunayer, J. (2001). Animal Equality: Language and Liberation. Derwood, MD: Ryce Publishing. ISBN 0-9706475-5-7.

North, S. (1966). Raccoons are the Brightest People. NY: E. P. Dutton.



Community News and Updates Back Issues of TSR Newsletter

Can't remember where on your hard disk you saved a particular issue of TSR Newsletter? Never fear-we can access past issues of TSR Newsletter within the community newsletters section of the TESOL publications site at http://www.tesol.org/newsletters/ (choose the folder for TSR). You will be prompted for your login (membership ID #) and your password.


TSR E-List Manager Needed

TSR needs a new person to manage our e-list, TSR-L.

The job of the list manager is mainly to

  1. Encourage discussion on the list by such means as raising issues or asking questions. Our list hasn't been an active one. Perhaps the new list manager can be more successful at generating discussion. All one can do is try.
  2. Encourage appropriate posts. For example, if someone accidentally uses the list to send a personal message to another list member, the manager might send a message to the person to gently point out their mistake.

The TSR e-list is an unmoderated list. In other words, if any list member (you must be a TSR member and you must sign up to be a list member) sends a message to the list, that message is automatically sent to all the other list members; no one needs to approve the message before it is sent out.

If you are interested in becoming the new list manager, please e-mail george@vegetarian-society.org.

If you are not already subscribed to TSR-L, you may do so online at http://www.tesol.org/getconnected/, or e-mail join-tsr-l@lists.tesol.org. Your colleagues look forward to hearing from you.


About This Member Community TESOLers for Social Responsibility Caucus (TSR)

The TESOLers for Social Responsibility (TSR) caucus comprises TESOL members who are actively engaged in integrating language teaching with social responsibility, world citizenship and an awareness of global issues such as peace, human rights and the environment. The caucus aims to promote social responsibility within the TESOL profession and to advance social equity, respect for differences, and multicultural understanding through education.

TSR Community Leaders, 2004-2005

Chair: Thomas Schroeder, tsr@tesol.org
Chair-elect: Irma Ghosn
Editor: George Jacobs

Web site: http://www2.tesol.org/communities/tsr/

Discussion e-list: Visit http://www.tesol.org/getconnected/ to subscribe to TSR-L, the discussion list for this community, or visit http://lists.tesol.org/read/?forum=tsr-l if you are already subscribed.