Center for applied Linguistics http://www.cal.org/
Find them all in one place at NCLA: National Clearinghouse for English Language Acquisition (NCELA) at http://www.ncela.us/. Find there, among many other things, the Newcomer Toolkit
|February 16, 2017|
|UPCOMING EVENT: The National Academies of Science, Engineering, and Medicine’s Board of Children, Youth, and Families Schedules Public Release Event for OELA-Funded Report on ELs, February 28, 2017, at 11:00 a.m.–12:00 p.m. EST. The report, Promoting the Educational Success of Children and Youth Learning English: Promising Futures, examines evidence on the developmental progress and school success of ELs from birth through grade 12. The U.S. Department of Education’s Office of English Language Acquisition (OELA) was the majority funder for the project. The event, to be held in Washington, DC, will feature members of the report’s authoring committee. Interested parties are asked to RSVP soon, due to limited space. Those who cannot attend in person can register for an event webcast.
Secretary DeVos Issues Letter on ESSA Regulations, Timelines, to Chief State School Officers. The letter is described as an “update on the timeline, procedures, and criteria under which a State Educational Agency (SEA) may submit a State plan, including a consolidated State plan, to the Department,” given a current Department and Congressional review of final regulations issued by the last administration.
New York City’s graduation rate continues climb, but a larger share of English learners are dropping out. “These findings are disturbing and much more work needs to be done to ensure that ELLs are getting the services they need to stay in school and to graduate,” State Education Commissioner MaryEllen Elia said.
Response: Home language support ‘helps learners navigate both worlds.’ This is the third and final in a series of interviews with EL experts on the question, “What is the role, if any, of an ELL student’s home language in the classroom?”
Uncertainties as Congress takes aim at ESSA regulations. This article reviews the debate between flexibility for states and local districts on the one hand and accountability and protections for vulnerable students on the other—among other issues at play—as Congress reconsiders the regulations for ESSA.
Learning Policy Institute
|National Association for Bilingual Education (NABE), NABE 2017/46th Annual Conference, February 23–25, 2017, Dallas, TX. The conference theme will be “Leadership for Equity and Excellence through Bilingualism and Biliteracy.”
TESOL, 2017 International Convention and English Language Expo, March 21–24, 2017, Seattle, WA. This convention includes a post-conference focusing on ESL in pre-K through 12th grade.
Massachusetts Association for Bilingual Education, Sixth Annual Southern New England Regional Conference for Dual Language Programs, March 25, 2017, Willimantic, CT. This conference is for teachers, school and district leaders, support staff, and all those interested in and dedicated to dual language education
California Association for Bilingual Education, CABE 2017: Connecting Communities Through our Languages, Cultures, and Stories, March 29–April 2, 2017, Anaheim, CA. Join other educators for hundreds of workshops and institutes on key strategies for ELs and biliteracy programs.
TransACT Communication, OCR/DOJ Joint EL Guidance Webinar Series, March 2, 2017, 11:00 a.m.–12:00 p.m. PST. This is the next open session in a monthly, year-long series that focuses on the issues addressed in the Dear Colleague Letter on ELs published in January 2015 by the U.S. Department of Education, Office for Civil Rights, and the U.S. Department of Justice. The series will also cover material provided in the EL Tool Kit published by OELA, and has been updated to include ESSA requirements.
Center for Applied Linguistics (CAL), Promoting Spanish Language Development for Emergent Bilinguals, March 2–3 , 2017, Washington, DC. Learn research-based practitioner strategies to develop the Spanish language skills of emergent bilinguals.
CAL, Dual Language Education Fundamentals Workshops. April 25, 2017, Ft. Lauderdale, FL, or April 27, 2017, Charlotte, NC. Learn the fundamentals of dual language education from experts in the field.
Pearson, SIOP Institute® I, May 11–13, 2017, Austin, TX. Join SIOP® author MaryEllen Vogt and SIOP® trainer Francheska Figueroa to learn how to effectively implement the SIOP® Model.
BUENO Center for Multicultural Education, From the Past and into the Future: Equity, Justice and Diversity (Summer Institute 2017), July 19–20, 2017, Boulder, CO. Join leading experts on the CU Boulder Campus for a two-day institute that will cover topics related to culturally and linguistically diverse education.
National Clearinghouse for English Language Acquisition (NCELA), Silver Spring, MD, seeks new Director. NCELA—a project of the U.S. Department of Education, administered by the Office of English Language Acquisition (OELA)—welcomes applicants who have demonstrated leadership and content expertise in EL education in grades pre-K through 12, and have significant project management experience.
Kent School District, Kent, WA, seeks Elementary Dual Language teachers for the 2017-18 school year.
University of Missouri, Columbia, MO, is hiring for a non-tenure-track Assistant Teaching Professor (Job ID 22118) in the TESOL program starting fall 2017.
Missouri State University, Springfield, MO, is seeking applicants for a TESOL Project Coordinator for iELT-Ozarks, a federally funded project.
Madison Metropolitan School District (MMSD), Madison, WI, is seeking applicants for bilingual positions. Visit www.mmsd.org/jobs, then click ‘View Jobs’ to view open positions.
PLEASE DO NOT REPLY TO THIS EMAIL. Inquiries should be directed to the original sender of this message.
Educational Opportunities: TESOL Advocacy & Policy Summit, June 2013
Sender: Meghan Moran
Place: Crystal City Marriott in Arlington, VA
Date: 16-18 June 2013
Early Registration Deadline: 17 May 2013
Join policy experts, advocates, and colleagues from across the country for the 2013 TESOL Advocacy & Policy Summit, 16-18 June at the Crystal City Marriott in Arlington, VA. Receive hands-on leadership training, meet with members of congress, and learn how to advocate effectively in your community.
Topics at the TESOL Advocacy & Policy Summit will include immigration policy, and K–12 and adult ESL education policy.
Early registration ends 17 May 2013. Register today and make your voice heard.
Read “T is for Teacher Knowledge” in A-Z of ELT
A Guide to Common Acronyms in the TESOL Profession
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This guide attempts to define common acronyms used in the profession of English language teaching and in TESOL association publications and newsletters. A separate list of acronyms and terms used in the governance of the association may be found online in the Association: Governance section. If you have suggestions to add to this list, send them to email@example.com.
CELTA: Certificate in English Language Teaching to Adults, administered by the University of Cambridge Local Examinations Syndicate and Royal Society of Arts, based in England. This is a specific, brandname TEFL certificate course.
EAP: English for academic purposes.
EFL: English as a foreign language — English language programs in non-English-speaking countries where English is not used as the lingua franca. It is also used in some U.S. university programs where international students study English and are likely to return to their home countries after graduation or finishing course work.
ELL: English language learner — often used to refer to a student in an ESL or EFL program.
ELT: English language teaching or training — used internationally.
ESL: English as a second language — English language programs in English-speaking countries where students learn English as a second language.
ESP: English for specific purposes.
ESOL: English to speakers of other languages — used to describe U.S. elementary and secondary English language programs. It is also used to designate ESL classes within adult basic education programs and as a general term for ESL/EFL.
IEP: Intensive English program.
LEP: Limited English proficient — often used to describe the language skills of students in ESL or EFL programs.
RSA: Royal Society of Arts, part of the Oxford Cambridge RSA group which administers a variety of exams for lifelong learning. More information is available at http://www.ocr.org.uk/
TEFL: Teaching English as a foreign language — often used to refer to teacher education programs in EFL.
TESL: Teaching English as a second language — often used to refer to teacher education programs in ESL.
TESOL: Teaching English to speakers of other languages — a professional activity that requires specialized training. It is also the name of the association, Teachers of English to Speakers of Other Languages, Inc.
TOEFL: Test of English as a Foreign Language — an exam administered worldwide to international students applying to U.S. institutions of higher education.
UCLES: The University of Cambridge Local Examinations Syndicate (UCLES), an institution of the University of Cambridge, Cambridge, United Kingdom. UCLES offers five main EFL examinations covering a range of abilities for EFL students.
NCELA Quarterly Review: AccELLerate! 4.3
Preparing Pre-service Teachers To Work With English Learners
NCELA Quarterly Review: AccELLerate!
Spring 2012 – Volume 4: Issue 3
Preparing Pre-service Teachers To Work With English Learners
NCELA is pleased to announce the publication of a new edition of AccELLerate!
Due to the increased inclusion of ELs in general education classrooms, it is essential that all teachers, including content-area teachers, possess the knowledge, skills, and dispositions to teach these students effectively. The articles in this issue underscore the benefits of interweaving the reality of today’s classrooms, the needs of ELs, and the preparation of prospective teachers across disciplines and at all levels.
Three articles focus on TESOL/NCATE P-12 Professional Teaching Standards: Staehr Fenner and Kuhlman discuss the need for professional standards for teachers of ELs and provide guidance in the use of the standards; Valdez Pierce as well as Zhang and Smolen share guidelines and examples of standards implementation in university teacher-preparation programs. Two articles discuss frameworks that may assist teacher educators in preparing teachers to differentiate instruction for ELs (Tabaku & Smallwood) and integrate arts with literacy instruction to support language development (Cowan & Sandefur). Fregeau and Leier identify gaps in what teachers should know and do and describe revisions to their preparation program. O’Hara and Pritchard discuss the need to prepare teacher-education faculty to effectively train teacher candidates. Blankenship examines pedagogic identity development after teachers’ interactions with an EL.
Our success stories suggest a way to integrate EL methodology into the coursework (Ingraham), emphasize the need for critical cross-cultural communicative competence (Sehlaoui), and describe the effects of real-life interactions with ELs (Elliott & Jacocks) and of linguistically accommodated dual-language experiences (Cuero et al.) on teacher candidates.
In this Issue:
Blankenship Pedagogic Identity Development of Two ESOL Pre-Service Teachers Participating in Simulated Instruction of a Level 2 EL
Cowan & Sandefur To Dance Vocabulary and Dramatize Comprehension: The Role of the Arts in EL Instruction
Fregeau & Leier Rethinking Pre-service Teacher ESOL Preparation
O’Hara & Pritchard Preparing University Faculty to Meet the Challenge of Diversity
Tabaku & Smallwood The Development of a Framework to Integrate Content with ELP Standards
Staehr Fenner & Kuhlman The TESOL P-12 Professional Teaching Standards
Valdez Pierce Preparing Pre-Service Teachers to Meet TESOL/NCATE Professional Teaching Standards
Zhang & Smolen Designing TESOL Courses for Today’s Professionals
Also in this issue
Success Stories by Cuero, Arreguín-Anderson, & Garza, Elliott & Jacocks, Ingraham, and Sehlaoui
You can read AccELLerate! 4.3 on our website in pdf format
National Clearinghouse for English Language Acquisition