Call for Public Comments on Proposed TESOL Teacher Training (CAEP) Standards Revisions

17/02/2017

To all ESL teacher educators and ESL teachers. You are invited to provide feedback to the draft of the new TESOL teacher ed standards. This is time sensitive and must be completed before 3/1. Please access the link for the materials and survey here: http://www.tesol.org/…/call-for-public-comments-on-proposed

The TESOL/CAEP P–12 Teacher Education Program standards address the professional expertise needed by ESL educators to work with language minority students. The Commission for the Accreditation of Educator Preparation (CAEP) uses these performance-based standards for national recognition of teacher education programs and can be used to assess programs that prepare and license P–12 ESL educators, as well as other teacher educator programs. The current set of TESOL/CAEP Standards for P–12 Teacher Education Programs were last revised in 2009 and are currently being updated.

CAEP requires that these standards be revised every 7-8 years. TESOL now invites your feedback on the current draft of proposed standards. Below, you will find some background information on the standards, a copy of the proposed standards to review, and a link to a survey where you can submit your comments online. The questions asked in the survey are also available to download for your consideration prior to submitting your feedback online.

Comments must be submitted through the online survey (link below) by 11:59 pm EST on 1 March 2017

Resources to Assist Public Feedback

TESOL Connections: TESOL Initiates Revision of P-12 Professional Teaching Standards

TESOL P-12 Professional Standards Revision Draft for Public Comment

Downloadable copy of questions asked in the online feedback survey

Online Survey to Submit Public Feedback and Comments

All comments must be submitted through this online survey by 11:59 pm EST on 1 March 2017

– See more at: http://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs/call-for-public-comments-on-proposed-caep-standards-revision#sthash.EXJVnHHA.dpuf


A Message from TESOL

31/01/2017

31 January 2017

Dear Christel,

“In the End, we will remember not the words of our enemies, but the silence of our friends.”

These words by Dr. Martin Luther King, Jr., sound more relevant than ever to the TESOL community, as we witness with increasing dismay the impact of the Trump administration’s latest decisions. Friends and colleagues, we cannot and must not be silent.

Last week, the President of the United States issued a series of executive orders that have a direct impact on TESOL professionals, their students, and their communities. One set of executive orders authorizes constructing a U.S.-Mexico border wall, eliminating federal grant money to sanctuary cities, hiring 5,000 more border patrol agents, and ending “catch-and-release” policies for undocumented immigrants. Another executive order imposes a 120-day suspension of admissions to the United States for people who have been granted refugee status and visas, and a 90-day ban on travel to the United States from citizens of seven predominantly Muslim countries: Iraq, Iran, Syria, Libya, Yemen, Somalia, and Sudan.

The immediate effect of these orders has been devastating to the populations we serve, in particular international students, immigrant students and their families, and our own TESOL community. The spirit of these orders goes against the core values that guide our work as an organization:

  • Professionalism demonstrated by excellence in standards, research, and practice that improve learning outcomes
  • Respect for diversity, multilingualism, multiculturalism, and individuals’ language rights
  • Integrity guided by ethical and transparent action
  • Commitment to life-long learning

TESOL International Association has issued a public statement strongly opposing these executive orders. Although the impetus for this statement has been the events unfolding in the United States, we recognize that policies aimed at marginalizing immigrants and excluding refugees are becoming increasingly commonplace worldwide. To help you respond to and learn about these issues, we have  provided a comprehensive list of tools and resources on the TESOL website, that you may use or adapt to ensure equitable treatment of your students and their families.

Please rest assured that TESOL International Association will actively oppose any proposed policy that seeks to discriminate, diminish, or weaken our communities of English language learners and educators.

To this end, the association is taking the following steps:

  1. We have set up a special discussion group in myTESOL called “Impact of U.S. Travel and Immigration Changes,” where we encourage you to share stories about how these recent executive orders have affected your ability to promote quality English language teaching. We also hope that you will use this group as a venue for sharing constructive actions teachers can take.
  2. We are exploring possibilities for joint action with other organizations serving English language learners and educators, including the filing of an amicus brief as part of lawsuits challenging the executive orders.
  3. We are organizing informational events as well as discussion forums as part of the upcoming TESOL International Convention in Seattle, 21-24 March. These events will address this unacceptable climate of hostility and celebrate Seattle as a sanctuary city. More information will be forthcoming in the myTESOL groupmentioned above, and on the Convention website.

We encourage you to speak up whenever possible about these issues through public forums, blog posts, online comments, and opinion pieces. We also encourage you to become involved locally and support organizations that defend equal treatment under the law. It is important that we as professionals not be “silent friends” to those we serve and work with.

Dudley Reynolds
TESOL President
Rosa Aronson
Executive Director
TESOL International Association
1925 Ballenger Avenue, Suite 550 | Alexandria, VA 22314-6820 USA
+1 703.836.0774 | Email | Website

TESOL International Worldwide Calendar of Events

02/12/2016

TESOL International Association provides the TESOL Conference Calendar as a service to TESOL members and the field. The information provided in the Conference Calendar comes from the sponsoring organizations. For more information, please contact the sponsoring organization. The listed events are not sponsored or endorsed by TESOL International Association.

December 2016

January 2017

February 2017

March 2017

April 2017

May 2017

June 2017

July 2017

August 2017

September 2017

October 2017

November 2017


TESOL Releases New ESSA Resource Kit and Webinar, Free Download

22/11/2016

Find it at:  http://www.tesol.org/news-landing-page/2016/11/04/tesol-releases-new-essa-resource-kit

Free presentation can be accessed here:  http://eventcenter.commpartners.com/se/Meetings/Playback.aspx?meeting.id=662321


Did You know?

26/09/2016

aeflw_infographic

 

source:  TESOL http://tesol.informz.net/TESOL/data/images/communications/AEFLW_Infographic.jpg


From TESOL President Dudley Reynolds: Languaging in a New World

19/09/2016

Posted on by Dudley Reynolds

The TESOL President’s Blog

To understand the world of TESOL 2.0, I have previously looked at changes in the system that provides English language education and the tools of the classrooms where students learn the language. The privatization of education and the rise of technology are factors that teachers across disciplines must adapt to. But there is one major change that is more specific to TESOL: evolving understandings of what it is we are teaching when we say we teach “language.”

Teaching “Language”

How do you describe what you teach? If you describe it based on what is in your textbooks or curriculum standards guides, odds are you will talk about knowledge, skills, and competencies. You will talk about vocabulary as well as the rules and patterns that allow us to turn vocabulary into utterances. You may talk about enabling students to read a certain amount of text or take notes from a lecture, in which case you are talking about the ability to do something with language. Finally, you might talk about what is often described as pragmatic or sociolinguistic competency: knowing how to make an email polite, use voice when writing an essay, or sound authoritative when giving a research presentation.

Clearly, how we describe the language we teach depends on who our students are, our perceptions of what they have already learned, and our understanding of their goals and needs. It also depends on our own professional training.  Influenced by the vestiges of communicative language teaching, we may talk about what an individual should learn in order to interact in society, for example: “airport survival skills” or “strategies for making friends in new social settings.” Adopting a more functional approach to language, we might talk about selecting the right forms from the options provided by a particular register and then embedding them in the right genre to achieve an intended social meaning. What is interesting about these descriptions, however, is that even though they are talking about social uses of language, they still frame language as something that belongs to an individual. Regardless of the vocabulary that forms the basis for our curriculum descriptions, we are still teaching skills and knowledge that belong to and help individual students.

Teaching “Languaging”

In 2014, the TESOL Research Agenda argued that one of the major change drivers in TESOL-related research today is a changing understanding of what language is:

With respect to theory, the last decade has witnessed significant new views about the nature of language itself and the uniqueness of learning what has traditionally been referred to as English as a second language. Cognitive perspectives of language as a mental code mastered by an individual are being complemented by views of language as a continually emerging, socially mediated, and self-organizing resource for identity construction and interaction (Atkinson, 2011).By placing greater emphasis on the variability of what any individual has “acquired” at any given time, these new perspectives have also signaled the need to consider the multiple languages that many individuals are being exposed to and using in different ways from infancy through puberty and into adulthood (Ortega, 2013; Taylor, 2009). These new views, in turn, have opened up research questions about what there is for language learners to learn and for teachers to teach. (p. 8)

The implications of this changing theory of language are huge, because saying that language is socially mediated means that it is no longer the property of an individual. As Merrill Swain and others have argued, we should no longer talk about teaching students “language,” but rather “to language.”

I do not think that we have fully realized yet what this revolution will mean when we begin translating it into exercises facilitated by digital communication tools and guided by curriculum standards. We are beginning, however. Diane Larsen-Freeman in a keynote address to the 2014 TESOL international convention laid out a number of pedagogical principles that could be drawn from her work with complexity theory, but she summed them up as the need to teach learners rather than language. This means creating exercises that help students notice and appropriate forms and patterns that work well in their interactions with people and texts. It means teaching the art of negotiation so that learners have the chance to associate forms and patterns with meanings that are mutually comprehensible and, finally, the art of recycling bits and pieces of previous interactions.

With my own teaching of first-year university writing, I have always struggled with the formulaic notions of “the essay” that students seem to start my class with. When I ask them what an introduction is, they will tell me that it is where you say what the essay is about, present your purpose for writing, or maybe preview what you will say in the essay. When my students say this, they are talking in terms of what they must say. They view the text as something they own and create, not as a site of interaction between a writer and a reader. So I have begun challenging my students with the claim that the introduction is where a writer grabs a reader’s attention and convinces the reader that there is something they can learn from reading further. When I do this, I am recycling what I have read about differences between reader-based and writer-based prose, but I am also trying to help them see their writing, not as a fixed form on a screen but as a starting point for multiple interpretations.

In a TESOL 2.0 world, what it means to teach learners to language in written, spoken, and recorded interactions with others will present us all with such challenges.


From the TESOL President: Lessons From Our Classrooms

24/08/2016

Find the ideas here:  http://newsmanager.commpartners.com/tesolssis/issues/2016-07-06/index.html


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