Thanks!

I want to thank all of those who helped make the annual I-TESOL so fantastic! Amy Barlow and Arwen Wyatt did such a good job. Andy Curtis gave great plenaries. And of course, all of you who presented and attended made this conference a success.

In our board meeting, we discussed two major themes associated with the website. First, we want to make it possible to join I-TESOL from the website (if you didn’t go to the conference). Now, you can! Click here! 

We also want to make the website more useful by allow members to contribute more frequently to the blog portion of the website. If you are interested, please fill out the form below.

Call for Submissions— New Ways in Teaching Creative Writing for the ELL Community

Call for Submissions—

New Ways in Teaching Creative Writing for the ELL Community

Seeking contributors with exciting and effective lesson plan ideas for using creative writing in the English language classroom.

Submission Deadline: October 1st, 2016

If you would like your submission to be considered for inclusion in this groundbreaking volume, please follow the guidelines below and submit to the co-editors, Patrick T. Randolph and Joseph I. Ruppert, at their email address: nwcreativewriting@gmail.com.

 Scope and Purpose

For decades, creative writing has long been ignored as a pivotal craft for helping ELLs enhance their writing skills. Recently, however, the tide has dramatically turned. There has been a huge and constant wave of interest in using creative writing to evoke more learner interest in the writing process. A number of instructors have used creative writing to improve their ELLs’ writing skills and help them gain confidence along the way. This volume will be the first of its kind.

New Ways in Teaching Creative Writing for the ELL Community will be an eclectic collection of ELL classroom-centered activities contributed by professionals who have developed these ideas in their respective ESL or EFL environments. We look forward to receiving lesson plan ideas from English language teachers, graduate students, and directors who have creative and innovative methods that focus on using creative writing as a tool to help enhance our ELLs’ writing skills. We also encourage our contributors to submit a sample of their student’s work for the volume.

We are looking for activities and exercises that would later develop into distinct chapters for the following areas:

  1. warm up tips/ideas
  2. on words (e.g., creating words, writing about words)
  3. on poetry (e.g., haiku, free verse, 6-word novels, 100-word poems)
  4. on fables (e.g., creating new fables, creating dialog for fables)
  5. on fiction (e.g., flash fiction, short stories, children’s stories)
  6. digital writing (e.g., fan fiction)
  7. on play writing (e.g., short one-act plays, dialog techniques)
  8. on letters (e.g., creating letters home, writing letters to the future)
  9. on creative essays (e.g., essays exploring a utopia, a new religion, a unique school)
  10. on journals (e.g., using journals as short story starters, creative nonfiction)
  11. on research skills (e.g., paraphrasing through poetry, summarizing fables)
  12. on presenting students’ work (e.g., poster sessions, poetry reading ideas, play

productions)

Audience

The book is primarily directed at teachers who work in Intensive English Programs or for instructors who work at English Language Institutes. However, contributors should feel free to explore options for various populations and settings such as EFL learners, adult education, and young writers (K-12). In addition, consider adding a reference to instructional websites in the appendix of your submission.

Format

This series offers at-a-glance, simple lesson plans. All contributors should follow as closely as possible the format below:

Length

400-800 words

Section Parts

  • Title top online casino for machine games
  • Contributor’s Name and Email Address
  • Level/s (beginning, intermediate, advanced, all levels) for which the lesson is most appropriate
  • Aim/s of the Lesson (e.g., motivation, developing fluency, accuracy, critical thinking)
  • Class Time
  • Preparation Time
  • Resources Needed
  • Procedure (please be as clear as possible)
  • Rationale (e.g., concepts, theories, research findings which support your ideas—research in neuroscience or second language acquisition preferred)
  • Caveats or Options (for caveats, explain possible trouble areas; for options, offer alternate ideas or consider different contexts)
  • References and Further Reading
  • Appendix (e.g., a student sample of the idea, worksheets, Internet references)
  • Short 50-word bio

Note: Please provide a note or reference if your lesson plan is based on another source.

 Acceptance Process

Contributors should follow the format of the series as closely as possible and use APA for formatting and referencing. As above, submissions should be meticulously reviewed and checked for clarity and accuracy by the contributor before submitting. All submissions will be carefully vetted by the co-editors and given a final review by the TESOL Book Publications Committee. There will be no automatic acceptances.

Copyright

TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published,* is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material. *Note: If you have previously published a lesson plan and you own the copyright, then you may submit your work to the project.

Sample Contribution

Title: A Breath of Life

Contributor: Patrick T. Randolph

Levels: Intermediate to Advanced

Aims of the Lesson: Introduce the idea of a breath poem; develop an understanding of powerful word use; help students understand syllable use; help students understand the importance of conceptual images through language; promote critical as well as creative thinking.

Class Time: Approximately one hour

Preparation Time: 10-15 minutes

Resources Needed: A sample of two to three breath poems. For examples, go to eslliteraryreview.webs.com

Procedure:

  1. Copy a breath poem on the board and read it to the students. Then, ask what senses, feelings, and emotions it evokes. Next, ask the students how many syllables they count in each line (3-3-4).
  1. For more syllable practice, choose five-seven more words and ask the students to identify how many syllables there are in each.
  1. Now, model a breath poem by writing one together on the board.
  1. Next, have the students pair up and write their own breath poems. Be sure to emphasize that the images and sounds of the words are important. Do not focus only on syllable count.
  1. Have the students write their poems on the board. As a class, check to see if they have followed the 3-3-4 syllable count and planted powerful word images in the reader/listener’s mind. During this process, show the importance of selecting strong or powerful words versus weak words (e.g., “very sweet smile” could be changed to “cinnamon smile”).
  1. Finally, have the students write two-three breath poems as homework. These will be reviewed the following day in class.

Rationale: “Clutter” is a problem writing instructors deal with on a weekly basis. This activity shows students how to select the proper word or phrase for the proper situation. They learn the concept of powerful versus weak words and how to implement powerful words in their writing. They also require new, fresh, and useful vocabulary for their academic careers (Randolph, 2013).

Caveats: As above, be sure to model this kind of poem and write one with the students. It will comfort the students and allow them to see how easy and fun these poems are to write.

Options: If students are familiar with the 6-word novel, you may want to introduce the activity with that concept.

References: Randolph, P. T. (2013). Creative writing and critical thinking with breath poems. The CATESOL NEWS, (45)2.

Appendix: A student sample

Rain on the Campus

Gentle rain;

Wet petals

come quietly.

—Lijuan Wang

Job Opening – UVU ESL Adjunct instructor

Job Opening – UVU ESL Adjunct instructor

UVU ESL Program is looking for ESL certified adjunct instructors.

For more information, see the following link http://www.uvu.jobs:80/postings/6114

To learn more about our program, please visit http://www.uvu.edu/esl

We look forward to hearing from you.

Jim Pettersson Ph. D | Director – UVU English as a Second Language Program |

Office: LA 234f

Utah Valley University|800 West University Parkway| MS 276, Orem UT 84058

Phone: 801-863-8721|Fax: 801-863-6462|petterji@uvu.edu  |

TESOL Awards for Travel Expenses

Do you need help with travel expenses to attend the TESOL convention in Portland, OR? The TESOL Awards Committee invites you to apply for a number of awards.
The application deadline is 1 November 2013. For more information, please visit the TESOL Awards & Grants Web page or email awards@tesol.org.

Thank You!

Thanks for your participation in I-TESOL. If you are interested in sharing notes, presentations, or handouts, please email them to webmaster@itesol.org.

Job Openings at ELC Language Centers

ELS Language Centers is currently hiring teachers in various capacities to teach international students at our ELS Laramie Campus. We are looking for experienced teachers who hold MA degrees in TESOL, foreign language instruction, and certification in ESL methodology; a bachelor’s degree is required. Instructor is responsible for planning, teaching and evaluating assigned classes in accordance with the ELS curriculum, which holds a communicative method approach for language learning. ELS Laramie prepares college-bound international students to read, write, and communicate successfully in an academic setting; located at the University of Wyoming, we offer teachers opportunities for professional development and advancement through our teacher training and collaboration with the University of Wyoming. Teachers are hired for four week intensive sessions, with opportunities for continuation based on student enrollment. Candidates must display cultural sensitivity; personal satisfaction derived from and enthusiasm for teaching international students; empathy for the problems of learning English as a second language; and good communication and organizational skills.

If you are looking to expand your teaching skills in a fast-paced, intimate learning community, with academically bound students from across the globe, ELS Laramie is the place for you!

To learn more about ELS, and about ELS Laramie, please visit http://www.els.edu

Let me know, and I look forward to hearing from you.

Allison Troy
Academic Director, ELS Laramie
ELS Educational Services, Inc.
c/o University of Wyoming | Laramie, WY 82071 | United States
Tel: +1.307.766.3900 | Fax: +1.307.766.3901

Avant Assessment Job Opportunity

Avant Assessment, a leader in web-based foreign language testing, is seeking Target Language Experts to work with us on language tests in the following languages:

Somali
French
Dari
Pashto
Italian
Urdu
Javanese
Tagalog the best casino
Amharic
Haitian Creole
Punjabi (Western)
Turkmen
Tausug
Sudanese Arabic
Levantine Arabic

Please see the job description here.

Contact ben.mcmurry@avantassessment.com if you have any questions.