SBCC Changes Boost ESL Class Attendance

Transcription

VOLUME 40 NUMBER 2
FALL 2008
SBCC Changes Boost ESL
Class Attendance, Retention
A
By Pamela Lavigne and Jack Bailey
dult English language learners in Santa Barbara attend
more classes and stay with their studies longer thanks
to ESL program changes that included instituting managed
enrollment and developing a “Student Success” course. By
attending to the basics of spurring students to show up for
classes, the ESL program has stabilized its funding base as
well.
ESL adult education is part of continuing education at
Santa Barbara City College. But for at least 10 years, ESL
classes had lost one in two students each term from the first
week of class to the last, 10 to 12 weeks later.
Ripples from this low retention rate were felt throughout
the program. Students weren’t seeing results from their
efforts and didn’t progress. As a result, 87 percent of the ESL
classes (39 of 45 classes) were offered at a beginning level.
At best, teachers were frustrated from not knowing who
would be in class; at worst, they were unsure of their own
employment, since classes with low attendance were canceled.
For the ESL program overall, low numbers threatened
funding. CASAS-paired scores are challenging to collect in
low-retention environments. Without a second test all EL
civics funding is also lost.
To tackle this multifaceted issue, we convened a task
force of 10 experienced teachers and student support staff.
First, they worked as a reading circle to inform themselves
about ESL retention data nationally, then to investigate
possibilities for improving retention. Some highlights of their
findings:
– Santa Barbara’s 50 percent retention rate is not atypical:
Adult ELLs on average spend less than 70 hours in an ESL
program in a 12-month period [U.S. Dept of Education,
(continued on page 4)
Getting to Know Ourselves via the Listserv
By Lindsay Donigan
Community College Level Chair
After a busy day attending workshops at
the CATESOL 2008 State Conference
in Sacramento, a group of colleagues
and I were relaxing on the hotel patio.
How often do any of us have the luxury
of simply hanging out with our fellow
instructors spending some down time
together? For many of us, attending
such events is the only chance we get for
that. If we don’t attend conferences,
we generally find ourselves working in
almost complete isolation. In fact, the
opportunity to network with colleagues
Lindsay Donigan
ranks as one of the most rewarding
aspects of attending conferences.
As my colleagues and I were
talking, we got onto the subject of
how we became ESL instructors in the
first place. It turned out that all of us
had taken circuitous routes. Here, in a
nutshell, are our stories.
Carol Bander of Saddleback
College started her career teaching
German, but having always been
intrigued by other languages and
cultures, she started teaching adult ESL
before going on to obtain her TESL
Certificate and finding her true niche.
Although she still teaches German, she
Prepare now for the 40th Annual State Conference: See page 8
Teaching Grammar in ESL Composition: See page 16
Bay Area Chapter Prepares for Fall Splash: See page 19
age
s
s
e
M
nt’s
Preside
I
’m happy to welcome you back to
the fall semester and the start of a
new academic year. It’s time to think
about conferences – both attending and
maybe even presenting. We’re calling
the 2008 State Conference in Pasadena
“Whole Learner – Whole Teacher.”
With this theme, there will be plenty of
opportunities to make a presentation
about your experiences and ideas and
to renew your energy. Plenary speakers
have already been selected, and there
will be a variety of talks and workshops
on becoming a better teacher.
This fall there are three regional
CATESOL conferences. On October
18, San Diego State University hosts
the San Diego Regional with the theme
“Literacy for Life.” On October 25,
the Los Angeles Regional will be at
Biola University. The theme will be
“WWW: What Works and Why.”
And on November 8, San Jose State
University will host the Northern
California Regional. “Opening Doors
– Empowering Students” is the
theme. As you can see, your fellow
CATESOLers have been hard at work
all summer.
I have good news to share with you
about changes in California educational
law. There are two parts to this change.
First, the 67 percent rule has passed
and is effective as of January 2009.
The rule allows an adjunct faculty
member to teach 10 hours a week
at a California community college
rather than the previous limit of nine
hours. That means that an adjunct has
a greater probability of being hired
for two classes instead of just one
at a single college or district. This is
especially helpful in disciplines such as
ESL or foreign languages where the
introductory courses often meet five
hours a week.
The second part of the change
2
CATESOL News Fall 2008
requires your local
percent positions at
union or guild to get
community colleges.
the new limit into
There are pros and
your contract so
cons. One thought
that faculty can be
is that an 80 percent
assigned 10 hours for
position is almost
the spring semester.
full-time and better
Check your e-mail at
than not having a
your college(s) to see
contract position.
if your union rep has
But some fear that
already scheduled
if colleges have this
a meeting about
option available, they
this change. If not,
will only offer 80
Kathy Flynn
contact her or him to see
percent positions and not
what is planned.
many full-time jobs. I would like to get
Such changes only come about
your feedback.
because there is an organization
What other working conditions
pushing for them. CATESOL employs
Jeff Frost to monitor legislation in
CATESOL NEWS
Sacramento. Jeff reports back to the
(USPS- 010-177 issn 1070-387X) is a
CATESOL board on a frequent basis
publication of CATESOL, a professional
association for those concerned with
and advises us on the best course of
the teaching of English as a second
action. He had been working to effect
language or dialect and with bilingual
education.
the change from 60 percent to 67
All rights revert to the author upon
percent for the past two years.
publication as long as CATESOL News
This spring, I also had the
is credited when the work is published
in the future, in print, on-line, on CDs or
opportunity to meet with Anthony
DVDs, or other electronic means.
Portantino (D-Pasadena) and his
CATESOL NEWS is available through
assistant Bill Hackett. Both were very
membership only. CATESOL NEWS is
published four times annually, in Spring,
aware that the change to 67 percent
Summer, Fall and Winter, for $6 a year
by the California Teachers of English
was important to CATESOL. In fact,
to Speakers of Other Languages, loAssembly Bill 1912 was sponsored by
cated at 21C Orinda Way, #362, Orinda,
CA 94563.
Portantino. This bill and Assembly
Periodicals Postage Paid at Orinda,
Bill 591 (Dymally, D-Los Angeles)
Calif., and at addtional mailing office.
supported the change. It was AB
POSTMASTER: Send address changes
591 that was signed into law. It
to: CATESOL NEWS, 21C Orinda Way
#362, Orinda, CA 94563
often happens that similar pieces of
legislation are introduced at the same
DEADLINE FOR WINTER ISSUE:
November 1, 2008
time. Jeff monitors the bills and also
lets CATESOL know the status of
Send Copy and Photographs to
Timothy Lange
each of them, for instance, whether
[email protected]
3818 Latrobe Street
they have stalled in committee. The 67
Los Angeles, CA 90031
percent rule was one such that took a
INQUIRIES ABOUT MEMBERSHIP
while to gain momentum.
OR PROBLEMS SHOULD BE
ADDRESSED TO LINDA PATTEN
Is 67 percent is enough? One
CATESOL Membership Services
suggestion in the past few years
(925) 253-8683
[email protected]
has been to create a category of 80
Networking
safer bungalow-style classrooms, and
Because many ESL instructors
her master teacher let her finish her
are freeway flyers, and all are busy
(continued from page 1)
student teaching there. This unplanned
with the demands of our jobs, there
has dedicated a large part of her life
experience changed the course of events are few opportunities to get together,
to helping ESL students and her ESL
for her, yet there were to be several
and we may often feel as though we
colleagues, and is a former president of
detours before she finally became a
are working in a vacuum. We do not
CATESOL.
community college instructor.
need, however, to wait until CATESOL
Kathy Smith, also of Saddleback
The supernatural was responsible
2009 in Pasadena to meet on some
College, “fell in love with the diversity
for my becoming an ESL instructor. I
other patio and reach out to each other.
of people and cultures” she found as an
can pinpoint the actual moment to a
CATESOL has a listserv dedicated
undergraduate student at UC Berkeley.
summer’s day in England when I was 17 to our use, and I encourage everyone
She got her degree in English, worked
years old. I was trying to teach the word to sign up as a member and see what
for a time as a stockbroker, and then
“ghost” to a foreigner who spoke almost colleagues are discussing there in the
decided to get her teaching credential.
no English, and after several frantic and coming months. We all had our own
She completed her student teaching in
embarrassing minutes of gesturing and
reasons for becoming ESL instructors,
Italy, and that experience convinced
making ghost sounds, I succeeded in
and the routes our careers have followed
her to get her TESL Certificate. After
getting my point across. I was hooked!
are varied. Let’s share our stories with
teaching children and adult students,
However, like all the others I have
each other via the listserv. Post a brief
she evolved into the community college
profiled here, I took a circuitous route
description of why you decided to
instructor she is today.
to my current position as a tenure-track
become an ESL instructor and how you
Colleen Hildebrand of Irvine Valley
instructor at Fullerton College.
made it a reality. Let’s get to know each
College started out as a French teacher
he five of us who met on the patio
other via the listserv.
and found herself piecing together a
have combined teaching careers
HOW TO JOIN THE LISTSERV:
career based on picking up classes here
totaling 153 years. We have all taught
1. Go to the CATESOL Web
and there as they became available.
part-time and at all levels, and we have
site: www.catesol.org.
(Does this sound familiar?). One day, a
been guided and influenced by other
2.
Click
on MEMBERSHIP.
colleague suggested that she teach ESL
people in our profession. Clearly, we
3.
Select
LEVELS.
in the Refugee Project at Santa Ana
have followed many paths that have
4. Scroll down to the bottom of
College, and the rest is history.
brought us to a common place. Like all
the page. Enter your name and
Susan Stern of Irvine Valley College
ESL instructors, we are concerned and
e-mail address and check the
credits an earthquake with causing
motivated people who embrace diversity
Community College Level.
her epiphany. She was working on her
and want to bring about real change
HOW TO POST A MESSAGE TO
secondary teaching credential in English
in the world. We have chosen to help
THE LISTSERV:
and French, and while completing her
people who are often struggling through
Just e-mail it to:
student teaching at a high school in
a major transition in their lives. We have [email protected].
Los Angeles, the Sylmar earthquake
adopted the maxim “Let change begin
org
occurred. Most of the students were
with me,” and each day that we go to
re-housed in another high school, but
class, we try to empower our students to
Lindsay Donigan is a tenure-track
the ESL students remained in the newer,
succeed in this country.
instructor at Fullerton College.
absorb financial cuts, it was the newest teachers (and their
students) who paid the price.
As you spread the good news to your colleagues about
do you think need to be changed or improved? Now that
the 67 percent rule, be sure to mention membership in
the 67 percent rule has passed, what should CATESOL
CATESOL. We need to bring new members into the
advocate for next? Go to the CATESOL Web site (www.
organization and bring back former members. Don’t
catesol.org) and log-in to Adjunct Issues. The community
forget that there is a student membership rate, and there
colleges have been busy with this particular legislation. Are
are also awards to help members attend the annual state
there other working conditions that affect the UCs or CSUs conference. Look for information about various awards in
that CATESOL should be working on? What about K-12?
this newsletter and in upcoming issues.
The number of pink slips and/or “March 15 notices” that
In Unity,
were issued this year in elementary, junior, and high schools
Kathy Flynn
was disturbingly high. As school districts struggled to
...listserv
T
...flynn
CATESOL News
Fall 2008
3
Innovations
...retention
attendance increased 14 percent.
In the same period retention
increased by 18 percent (49 percent
vs. 67 percent). Retention was defined
as students registered in September
against the number still attending at the
end of the term, nine weeks later.
CHANGES WE MADE
We launched several changes in
our ESL classes during the 2007-2008
terms. These included:
Managed registration. Students were
admitted only during the first two
weeks of classes.
Managed enrollment. In a fundamental
and sweeping program change, courses
went from open enrollment to managed
2001.]
– ELLs need at least 100 hours
of instruction to make significant
learning gains.
[Darkenwald, G. (1986). Adult
literacy education: A review of the research
and priorities for future inquiry. New York:
Literacy Assistance Center, Inc.]
[Stitch, T. (1982). Basic skills
in defense. Alexandria, Va.; Human
Resources Research Organization,
Professional Paper, 3-82.]
– Students persist in their studies
when learning clearly relates to
their goals.
[Comings, J., Parrella, A.,
Managed-enrollment classes
& Silicone, L. (2000). “Helping
adults persist: four supports.”
with at least 20 student
Focus on Basics, 4A, pp. 1-7.]
contracts within the first two
[Bassano S and Christison
weeks were guaranteed to
MA (1995 Community Spirit: A
run for the entire term - a
Practical Guide to Collaborative
Language Learning. Alta Book
boon to teacher and student.
Center.]
Next, the task force framed
enrollment for nearly all ESL classes.
goals for any proposed changes.
Of 45 total classes offered, all but eight
Student goals. Make each hour in
had managed enrollment.
class time as effective and rewarding
Students signed contracts
as possible. Foster the expectation that
committing to one or both of two-day
students will achieve high levels in the
class sections, the Monday-Wednesday
ESL program.
section, or the Tuesday-Thursday.
Teacher goals. Increase job security
(Friday classes, when offered, are
and job satisfaction.
optional.) More students than expected
Program goals. Increase matriculation – 60 percent – committed to attending
of adult education students to the
four classes a week.
credit campus or other educational
In addition, managed-enrollment
options. Produce the same or more
classes with at least 20 student contracts
full-time equivalents from year to year.
within the first two weeks were
Align levels and student promotion
guaranteed to run for the entire term
practices throughout the program.
– a boon to teacher and student alike.
From these focusing goals the
The contract required 80 percent
group developed eight proposals for
attendance in each section. When
change. Bottom line: although no
students fell between 70 percent and
tests of statistical significance were
79 percent attendance (three or four
conducted, the combined changes had
missed days), instructors offered special
an impact that could be immediately
work assignments to make up the
counted:
absences. When students missed more
From fall 2006 to fall 2007, FTE
than 30 percent of a class, they were
4
CATESOL News
Fall 2008
removed and redirected to an openentry class.
Nine-week term. Changing to nine
weeks for ESL classes made ESL
classes out of phase with SBCC term
dates; however, this change brought
ESL classes in line with K-12 schools in
the area, an important consideration for
our adult students.
New core text. The task force
examined numerous options and heard
publisher presentations on textbook
series. ESL teachers were asked for
their recommendations. Step Forward
published by Oxford was chosen for
its extensive line: text, workbook,
reproducibles, teachers manual, exammaker (or homework-maker) CD,
and professional development
resource booklet for teaching
multilevel classes.
Orientation. In collaboration
with SBCC Student Services, ESL
students received a three-hour
individual and group orientation.
It was designed to alert all
students, new and returning, to the
changed system and also to “inoculate”
them to stay in class: We found that
a third of students are at risk of
dropping out during the first few weeks
of the term.
Standardized level assessment. Again,
our Student Services colleagues
conducted this initial assessment of
prospective ESL students. They used
CELSA written instruments during
the orientation. Results were mailed to
students before the start of term.
Multilevel classes limited to three levels.
Course titles were changed to state
level limits. We experimented with two
teaching systems: teaching each level
separately, and using a single curriculum
following Step Forward’s multilevel
resource suggestions.
Student success class. To address
individual aspects of learner
persistence, we developed an
extracurricular course called “Student
...retention
Success.” ESL teachers taught five-hour pilot versions
in 2007-08. The course was open to any ESL student,
multilevel, and offered in Spanish-bilingual and English-only
versions. Course participants received a distinctive binder and
a certificate of completion.
The student success course addresses motivations
for learning English, with role models and success stories
of those who have, and potential barriers regular class
attendance. Highly interactive, this course includes practice
in goal setting, study skills, learning strategies, and time
management. It encourages students to take responsibility
for their own learning. In addition, it explains our educational
approach (communicative and student-centered) and testing
practices, and it presents other community resources for
learning English as well as further educational opportunities
once students master the language.
RESULTS WE GOT
Our switch to managed enrollment, along with the new
student success class, improved attendance by 14 percent
and improved retention by 18 percent in ESL classes in
Santa Barbara.
These changes came about through a considered
process. The task force first began meeting in fall 2006.
Communicating program changes began four months before
the fall term of 2007. Extensive radio and TV ads were run,
and flyers about the required new orientation were liberally
distributed.
It should be noted that many open-entry ESL options
remain. About 5 percent of ESL classes are open entry – at
least one at each teaching site. In addition, there are distancelearning options via video and DVD, open-access computer
labs with ESL software, a tutorial center, and literacy training
through the Santa Barbara library. All these option are free.
To gauge response to our changes, an extensive student
survey was administered, and written reaction was sought
from teachers during mandatory in-service meetings. These
polls, along with anecdotal evidence, show high satisfaction
among students, and generally satisfied reactions from
teachers.
Funding sources for the changes came from Workforce
Investment Act 231 (federal grant funding for ESL and basic
skills programs), Basic Skills Initiative (California state grant),
and matriculation funding from the SBCC chancellor’s
office. With it, we have been able to pay for curriculum
development of the student success course, instructor
training, outreach to new students, and support staff.
Tackling the historical yet not unusual situation of low
retention in ESL classes, Santa Barbara tried something
Innovations
radically different. Overall, we are encouraged by our firstyear efforts and are continuing them, with some tweaking,
in 2008-09. We plan more teacher training and resource
development on promising retention practices such as needs
assessment, goal setting, and progress tracking.
Jack Bailey, coordinator of CATESOL’s Los Padres Chapter,
is director of ESL programs in the continuing education division
of Santa Barbara City College. He presented these findings at
CATESOL in Sacramento in April 2008. A panel discussion with
ESL instructors Karen Gruffer, Carolina Alves-Ferreira, Linda
Beers, and Liz Stull, followed. Pamela Lavigne teaches ESL in Santa
Barbara.
Write for the CATESOL News
CATESOL members are encouraged to
submit articles (and ideas for articles) to
the CATESOL News. Articles of 600-800
words are preferred. Have something in
mind? Contact the editor, Timothy Lange, at
[email protected] or 323-224-0329.
Winter Issue Deadline: November 1, 2008.
CATESOL News
Fall 2008
5
The Treasurer’s Corner
Our Bank Demands E Pluribus Unum
By Don Sillings
CATESOL Treasurer
F
inally having a moment to reflect on my being the
CATESOL Board Treasurer, I’ve decided to share some
of my experiences with you.
I brought with me to the treasurer’s position almost 20
years of experience in accounting and bookkeeping, and I
have tried to apply what I’ve learned
over that time to CATESOL in an
effort to ensure its financial stability,
safety, and sure legal position in today’s
world. This has become even more
important since the establishment of
our sister organization, the CATESOL
Education Foundation, because
even though we are legally separate
entities, the IRS will watch our
organization more closely because of
Don Sillings
the foundation’s 501(c)(3) non-profit
status.
My time so far as treasurer has been an interesting,
and time-consuming ride. Little had I truly understood my
predecessor’s warnings that dealing with the bank was a
never-ending, teeth-gritting roller coaster ride of unclear
and changing policies and procedures. Any one of the local
treasurers that has tried to be added (or removed) from a
checking account since May can attest to my on-the-job
training in dealing with the bank. Although I inherited
wonderfully kept and well-organized records and notes
about how to handle things, our switching from business
6
CATESOL News
Fall 2008
checking accounts to free accounts designed for non-profit
organizations caused bank-related twists and turns in addition
to the ones I had been warned about. Meeting with bankers,
and with our contracted tax accountant/auditor, brought to
light more twists and turns. Here’s what I found that I felt was
most in need of being straightened out.
We are considered one organization even though there
are there are local groups such as the chapters, regional
conferences, and state conferences that do business under
our CATESOL name. This means that the CATESOL Board
is ultimately responsible for the actions of each and every
one of these geographically determined groups, and that the
board treasurer is responsible for reporting all revenues and
expenses, maintaining all financial records, and adhering to
federal and state financial laws. Unfortunately, this is awkward
in our current system of letting local people, who are most
familiar with local needs and desires, be responsible for local
events. In the end, we’re faced with needing more board
oversight of local funds and the preparation of more accurate
tax reports, which will require increased, and more regular
information-sharing from the chapters and conferences.
Most non-profit organizations have either a centralized
accounting office to which each branch (read chapter or
conference) must submit bills to be paid, check requests, etc.,
or they have completely independent affiliates, much like the
relationship between TESOL and CATESOL or GATESOL,
for example, which have no shared financial responsibility.
Our organization, in an effort to recognize and encourage
local involvement in our organization, has created semi(continued on page 7)
Interest Groups
Blogging Can Enhance Classroom Learning
By Diane Wallis
Blogs, short for Web logs, are online journals that are
increasingly being used for a wide variety of purposes.
Blogging has become one of the most popular ways to
publish and share online information quickly and easily.
In addition, blogs can also provide numerous ways for
teachers and students to create and obtain information in
an educational context. Assuming your students have access
to computers at school (or at home or some other location
if they want to work outside of class or take online classes),
having a blog can be a great way to organize and supplement
...treasurer
Don Sillings teaches ESL and family
literacy at Santa Ana College and ESL at
CATESOL Regional Conference
Los Angeles
independent chapters with no central
accounting office, but with a centralized
financial responsibility. It is truly a mix
of two systems and not a very “safe”
way to operate.
After conferring with the Executive
Committee, I presented a proposal
to the board for some exciting
policy changes at the September
board meeting. The changes were an
attempt to maintain local autonomy
of the chapters and regional and
state conferences while at the same
time protecting CATESOL and, by
association, the CATESOL Education
Foundation. After discussing each point
of the proposal and making additions,
deletions, and revisions, the board
approved a more solidified relationship
between itself, and its treasurer, and
the chapters and conferences, each
with its own treasurer. I think board
members did a wonderful job of
recognizing the hard work that the
chapters and conferences put forth in
helping CATESOL reach its goals and
purposes, and have created a policy that
balances local autonomy with the need
for more centralized accounting. I look
forward to sharing this new policy with
you in my next column, “What?!? We
don’t have to give it back?”
class materials and publish student work.
Creating a blog is very simple. Two well-known blogging
sites that allow you to set up blogs for free are: www.blogspot.
com and www.edublogs.org.
I learned how to set up my first blog at edublogs
by taking a free one-hour online class (“Blogging in the
Classroom”) taught by Barry Bakin of the Division of Adult
and Career Education of the Los Angeles Unified School
District and offered through the Web site of Outreach and
Technical Assistance Network at http://www.otan.dni.us/. In
WWW: What Works and Why
October 25, 2008
Biola University
La Mirada, CA
Plenary Speaker
Dr. Dana Ferris
Featured Speaker (K-12)
Dr. Ivannia Soto-Hinman
Featured Speaker (adult ESL)
Susan Gaer
•
•
•
•
•
•
Find out “what’s new” from the publishers at the exhibits
Visit the Poster Sessions
Hear what established leaders in the field have to say
Find jobs on the job board (potential employers can contact
Priscilla Taylor at [email protected] to post employment
opportunities)
“Rap” with your colleagues at special Level events
Convenient Location
o Near the 57, 605, and 5 freeways
o Plenty of Free Parking
This conference is being planned in cooperation with the
MA TESOL programs at Biola University.
For more information please visit our website:
www.lacatesol2008.org
Golden West
College in Huntington
Beach.
CATESOL News
Fall 2008
7
2009 State Conference
model of the expanded center, which
is scheduled for completion just before
the conference April 16-19. CATESOL
will have full use of the Conference
Building for registration, PreConference Institutes, the Electronic
Village, and concurrent sessions as well
as the 25,000-square-foot East Pavilion
for publisher exhibits, poster sessions,
and the job fair.
We then went on a walking tour
of the two co-headquarter hotels, the
Pasadena Hilton and the Pasadena
Sheraton. The hotels will be the sites
of gala events such as the Thursday
By Cheryl Alcorn
night plenary and reception and the
CATESOL 2009 Publicity Coordinator
Friday President’s Luncheon as well as
he Conference Planning Committee
concurrent sessions. Blocks of rooms
for the CATESOL 2009 State
at special conference rates have been
Conference met at the Pasadena
reserved for conference goers.
Convention Center on May 31 to tour
At the Sheraton, in addition to
the venues and discuss preliminary
viewing
the meeting rooms, all of
planning for the annual conference. We
which have permanent screens for
were given a tour and shown a scale
presentations, the members were treated
to a look at the newly
refurbished guest
rooms. Each standard
room has a small
refrigerator, hair dryer,
ironing board and
iron, wireless Internet
access for a fee, and,
Welcome to our new look!
perhaps the crowning
point for some, inroom Starbucks
coffee. Guests may be
able to upgrade for
a reasonable fee to a
larger “feature room”
formerly School for International Training
with vaulted ceilings,
sunken entryway,
• Low-Residency MA in Teaching (ESOL)
and patio. Guests
Earn a degree without leaving your job!
have complimentary
access to the Business
• Master’s degrees in 7 dynamic fields
Center, and parking for
• Online teacher training workshops
guests is available for
a fee with unlimited
in and out privileges.
www.sit.edu
The Hilton guest
rooms are currently
under renovation, but
promise to be equally
comfortable in plenty
T
SIT Graduate Institute
8
CATESOL News
Fall 2008
Plenary Speakers Set for CATESOL 2009
Photo by Victoria Byczkiewicz Cutler
Conference
Planning
Committee
Holds Site
Meeting in
Pasadena
PPasadena City Hall
of time for the conference. Both hotels
have outdoor swimming pools.
Back at the Convention Center,
the committee was treated to a midmorning snack as Conference Chair
Barbara Luther, site Co-chairs Pat
Boquiren and Merari Weber, and
Program Co-chair Nina Ito introduced
themselves to the group and outlined
their current plans, soliciting input
from the committee. Plenary and
featured speakers will address aspects
of the “Whole Learner, Whole
Teacher” theme. In addition, a wide
array of Pre-Conference Institutes
and Sunday Workshops are being
planned, as well as concurrent sessions
including workshops, papers, and
demonstrations. Nina reported that
proposal submissions will be accepted
on-line only and that the deadline
is November 17, 2008. Prospective
presenters can access the proposal
submission site through the conference
Web site.
The committee will continue
to develop the program at meetings
throughout the fall. See the related
articles in this issue or visit the evolving
CATESOL Conference Web site at
www.castesol2009.org for further
details.
Cheryl Alcorn is an adjunct ESL
instructor at Pasadena City College.
By Cheryl Alcorn
quartet.
spirit and ready for the multitude of
CATESOL 2009 Publicity
When the
activities that will begin the following
Coordinator
opening festivities
morning.
ur opening
have concluded, you
Dr. Catherine Collier will be the
plenary session
may begin enjoying
plenary speaker directly following
on Thursday, April 16,
the nightlife of
the President’s Luncheon on Friday,
2009, should get the
Pasadena by
April 17, in the International
40th Annual CATESOL
meeting friends for
Ballroom of the Hilton Pasadena.
State Conference off to
dinner at one of the Collier is director of Crosscultural
a rousing start, setting
many restaurants
Developmental Education Services in
the tone for this year’s
conveniently located Ferndale, Washington. The numerous
“Whole Learner, Whole
within a short
specialty areas directly on point for
Teacher” theme. The
walking distance of
the conference theme of “Whole
speaker will be Dr.
the Hilton Hotel at
Learner, Whole Teacher” in which
James Manseau Sauceda,
the Paseo Colorado. Collier is involved include multicultural
founding director of the
Or wander just a
assessment and placement of students
Dr.
Manseau
Sauceda
Multicultural Center and
bit farther to enjoy
with learning and behavioral problems,
Professor in Communication Studies at the variety of eating establishments in
cognitive learning styles and strategies,
California State University, Long Beach. Pasadena’s Old Town. Regardless of
Sauceda has published works
the choices you make, you will be in the
in prestigious texts and is currently
th
completing a major work, Communicating
Across the Cultural Divide: Understanding
and Experiencing a Multicultural
America. He has conducted numerous
professional workshops and has been
a keynote or plenary speaker at a
CALL FOR VOLUNTEERS
CALL FOR PROPOSALS
multitude of professional gatherings,
including TESOL. He pursues his own
Volunteers needed for every
Now accepting proposals via
creative writing projects and has had
facet of the conference
the conference Web site:
his poetry published and translated into
for as little as two hours
www.catesol2009.org
Spanish. He tells us, “If we dare to truly
Volunteer online via the
listen without judgment, with hearts
Papers
conference Web site:
open, with the trust of a child, defenses
DemonstrationsWorkshops
www.catesol2009.org
down – then the voices we’ll hear will
Poster Sessions
sound familiar and even reassuring.”
For more information,
Sauceda earned a bachelor’s degree
Contact Volunteers
Deadline:
in speech communication and his
Coordinator
November 17, 2008
master’s from CSULB. He received
Pearl Alvarez at
his doctorate in communication arts
[email protected]
Contact
and sciences from the University of
catesol2009program@yahoo.
Southern California. He has taught
com with any questions about
ethnic studies at USC and the California
Catesol 2009
the process.
School of Professional Psychology, as
Pasadena
well as at CSULB.
His speech in the International
Ballroom at the Hilton Hotel will
be followed by a reception with
entertainment by the “Joy of Jazz”
O
CATESOL 40 Annual
Conference
Pasadena, April 16-19, 2009
CATESOL News
Fall 2008
9
...plenary sessions
curriculum development for bilingual exceptional students,
and separating difference and disability.
Since receiving her bachelor’s degree in anthropology from
Reed College in Portland, Oregon, Collier has immersed
herself in teaching, curriculum development, and academic
administration. She has consulted with the Bureau of
Indian Affairs and with multiple educational organizations
in the United States
and Canada. While
working with Native
American, bilingual,
and ESL education
programs, Collier
earned a bachelor’s
in elementary
education and a
master’s of education
in curriculum
development and
cross-cultural
education at Utah
State University. She
Dr. Catherine Collier
took her doctorate
at the University of
Colorado, specializing in cross-cultural/special education.
Collier serves on the faculties at Portland State University
and Lewis and Clark College in Portland, as well as Seattle
Pacific University in Seattle, Washington.
Seating for the plenary will be provided for those not
ticketed for the President’s Luncheon. Following the plenary,
Collier will participate in an afternoon panel discussion of
related topics with
other experts in these
areas.
As previously
announced, Saturday’s
featured plenary
speaker is Dr. H.
Douglas Brown,
professor emeritus at
San Francisco State
University, where he
served as the director
of the American
Language Institute
for 22 years. He has
Dr. H. Douglas Brown
published numerous
books and articles and given presentations and workshops in
his specialty areas of teacher training, teaching methodology,
second language acquisition, psycholinguistics, classroom
language assessment, and strategies-based instruction. Brown
was TESOL president in 1980-81, and is a recipient of
TESOL’s James E. Alatis Award for Distinguished Service.
Current graduate students and teachers alike have been
inspired by Brown as they prepared for their careers in the
field. Join us to hear the words directly from the author of
such guiding works as: Principles of Language Learning and
Teaching (5th Ed., 2007), Teaching by Principles (3rd Ed., 2007),
and Language Assessment: Principles and Classroom Practices (2004).
Cheryl Alcorn is an adjunct ESL instructor at Pasadena City
College.
Jazz Quartet + 1 to Entertain First Nighters
By Carol Bander
Special Event Coordinator
he urban sophistication of
Pasadena just calls for some cool
music. Join the Joy of Jazz quartet as
it plays easy-listening music spanning
early through modern jazz, the Swing
Era, tunes from the Great American
Songbook, and contemporary pop. The
band members have honed their skills
over more than 40 years of performing
and teaching music.
Ted Carmely leads the group on
sax, clarinet, and flute. Herb Mickman,
on piano, is a respected studio musician
in the Los Angeles area. Jim Bates
T
10
CATESOL News
Fall 2008
...blogging
a matter of minutes, you can type text,
insert hyperlinks, and upload/attach
documents, photos, videos, sound files
(mp3s), etc.
I would like to share a few of the
ways I integrate blogs into my ESL
classes and also offer a few examples of
other blogs of my colleagues.
I started using blogs in my ESL
classes last year and have found many
ways to apply them to the curriculum
that I teach. My first blog (http://
dianewallis.edublogs.org) was created
for a Level 1 Beginning adult ESL class
that I taught last year at City College
of San Francisco. For example, while
working on the grammatical structure
“there is/there
are” in relation
Blogging is not only an
to furniture and
housing, I took a
effective tool for supporting
digital photo of
and expanding curriculum. It
my living room,
also allows instructors and
uploaded it to the
students the opportunity to
blog and wrote a
short description
put innovative and creative
of the furniture in
ideas into practice.
the room. In this
way, the blog allowed me to be creative
curriculum. It also allows instructors
and provide some engaging material for and students the opportunity to put
students very quickly and easily.
innovative and creative ideas into
Other examples of materials I
practice. Some of my students have
created were a holiday family photo
created their own blogs and I hope to
with text describing my favorite
and cold appetizers and soft drinks
as you socialize with your fellow
CATESOL and board members.
plays double bass and is in demand
Alcoholic beverages will be available
with big bands and small groups. Burr
for purchase at a no-host bar as well.
Middleton is a fine drummer who also
The setting, the companionship, the
specializes in vocals by Gershwin, Cole
hors d’oeuvres, and the music will start
Porter, and other great composers.
off the evening. Afterward, there will
They will be joined by CATESOL’s
still be time to enjoy one of Pasadena’s
own sax player Rob Jenkens.
fine restaurants as you complete your
The group will perform in the
first day at the conference.
grand Pasadena Hilton Ballroom,
A former CATESOL president
Thursday, April 16, 2009, immediately
(1999-2000), Carol Bander is a professor
following and adjacent to the opening
of ESL and German at Saddleback College
plenary session. Enjoy a variety of hot in Mission Viejo, California.
...jazz
Joy of Jazz
holiday, photos of food prepared for
a Thanksgiving meal with written
captions, and later, as I experimented
with recording and uploading audio files
(mp3s) to my blog, I included an entry
with a photo of some students from the
class describing the clothing they were
wearing that day. All these materials
were created very quickly and allowed
me to personalize and expand the
curriculum. Two other blogs I created
for my Intermediate ESL classes can be
found at: (http://dwallis.edublogs.org/)
and (http://dkwallis.edublogs.org/). In
creating these blogs, among many other
benefits, I found that I could upload
class handouts so that everyone had
access to them.
Blogging is not only an effective
tool for supporting and expanding class
Interest Groups
Diane Wallis
focus more on student-generated blogs
in the future. Here are two examples
of student blogs from last semester:
(http://cullavy.edublogs.org/) and
(http://markito1.edublogs.org/).
I’d like to share two more ESL
blogs that were created by Kristi Reyes
of MiraCosta College in San Diego
and Larry Ferlazzo of Luther Burbank
High School in Sacramento. Kristi
used a blog to publish some of her
students’ work from her “ESL Digital
Storytelling” class this summer. Here is
the link for Kristi’s class blog: (http://
mccdigitalstory.blogspot.com/).
Larry set up a blog as part of an
“International Sister Classes Project.”
This project has fostered collaboration
among intermediate English classes
from 11 different countries so far.
(http://esleflstudents.edublogs.org/).
This blog has some amazing examples
of student work, including some that
use an online presentation Web site
called Voice Thread. It allows students
to upload photos, insert text, record
themselves talking about the pictures,
and then have others log on and insert
text and/or record themselves in
response to the presentation. Don’t
miss the presentations titled “Greetings
from Romania” and “San Francisco.”
The Sacramento Bee published a feature
on Larry’s use of blogs with ESL
students that can be found at: http://
www.sacbee.com/220/story/846880.
html.
(continued to page 12)
CATESOL News
Fall 2008
11
Interest Groups
CATESOL Technology
Workshops Drew
Large Crowds
By Tatiana Roganova
Technology Enhanced Language Learning Coordinator
’m happy to be giving you such a positive report on our
work at the CATESOL State Conference in Sacramento.
We had a record number of technology workshop
participants, and I thank all the fabulous presenters, all
the TELL-IG members for the ideas for workshops, and
everybody who attended and enjoyed the sessions.
The numbers of attendees of the Electronic Village
workshops remained impressive at CATESOL 2008:
• Interactive Whiteboard Activities for Every Level
presented by Blair Roy: 33
• Timesaving Tips in Word presented by Donna Price and
Cindy Wislofsky: 50
• Creating Sound Files in Audacity by Marsha Chan: 57
I
Participants gave the technology workshops and Distance
Learning Fair ratings of 4.22 and 4.33 respectively on a scale
of 1-5. Here are some comments from the participants of
the technology workshops:
“Shirley Sung’s career Web sites presentation was
useful and excellent”
...blogging
Some other good examples
include Sally Gait’s blog, (http://
sallygatisblog.blogspot.com/), which
she used for her “English through
Songs” class at CCSF last semester.
Sally’s blog features videos of songs,
lyrics and great ESL grammar and
comprehension exercises. Another
CCSF colleague, Veneto Cook, used
a blog with her VESL class featuring
videotaped interviews of people
discussing their occupations and
comprehension questions for students
after they listen. Here is the link:
(http://english4work.blogspot.com).
Veneto also created a blog for one of
her ESL classes at CCSF that features
songs, interviews, websites relevant to
topics the class was working on, links
12
CATESOL News
Fall 2008
“Power Up Your Classroom With Digital Stories
– excellent workshop”
“SmartBoard – I appreciated being able to touch the
board”
“Peggy Marcy’s Advanced PowerPoint was great!”
“United Streaming, great! Penny Pearson was
awesome!”
Suggestions for improvement mostly centered on two
issues: interactivity and lack of time for participants for
hands-on practice. Some attendees felt rushed in their efforts
to try new technology on their own. Many asked for more
interactive presentations next year.
Peggy Marcy did a great job of contacting vendors and
securing sponsors at the gold level, $400 each, which helped
to offset the cost of the technology and made it possible
to have a record number of three labs. The volunteers
demonstrated their dedication to technology. Every
presenter had a volunteer to assist participants during the
workshop, tally the number of participants and report to the
coordinator.
TELL-IG continued to recruit new members and
promote the use of educational technology. We had our
annual business meeting at which we shared impressions of
the conference, elected new officers and exchanged ideas for
technology workshops and events next year. Thanks to Peggy
Marcy and her great connection with sponsors, we had a
plethora of prizes to give out at the meeting. There were no
to online dictionaries, and examples
of student work. That blog can be
found at: (http://sanfranesl.blogspot.
com). Veneto finds her classes are
enriched in both content and the
sense of community among students
as they read and comment on ideas
and information featured on the blog.
R
ick Kappa, also at CCSF, will
use a blog to keep in touch with
students while he is away on sabbatical
in Argentina. Rick says that he wants
to use the blog to “focus on his
experiences as a language learner and
cultural traveler – difficulties learning
a language, cultural and linguistic faux
pas, cultural adjustments, etc.” You
can visit Rick’s blog at: http://www.
rickinargentina2.blogspot.com/.
Finally, I’d like to mention several
blogs that are being used to share
information with teachers using
technology in the classroom. Larry
Terrazzo, Nick Peachey, and Barry
Baking are creating three very fine
examples of teacher technology
blogs. Larry’s blog can be found
at: http://larryferlazzo.edublogs.
org/2007/12/01/elleslefl-carnival/,
Ink’s blog can be found at: http://
nikpeachey.blogspot.com/, and
Barry’s blog is at: http://tech4esl.
blogspot.com/.
Blogging has added a new
dimension to my classes and enabled
me to offer many more resources
to my students. I look forward to
creating new blogs in the future and
learning from others who are also
exploring this technology.
Diane Wallis teaches ESL at City
College of San Francisco.
Interest Groups
Writing Curriculum for Riding the O cean
By Ingrid Greenberg
CATESOL TEW IG Coordinator
hat do wedding chapels, a captain’s bridge, and
tourists all have in common? They were part of
Nina Ito’s and Christopher Mefford’s research to write ESL
curriculum for Princess Cruises.
As consultants from the American
Language Institute at California
State University, Long Beach, Ito
and Mefford won a competitive
bid to develop curriculum. They
first observed and/or interviewed
crew members, officers, and guests
of Princess Cruises on an Alaskan
Cruise in July 2007. They took their Ingrid Greenberg
observation notes and used Princess
Cruise training manuals to write curriculum which includes:
A three-level curriculum, which addresses the skill areas
of pronunciation, vocabulary, communication strategies,
safety, and speaking (speech acts and discussion topics)
• a customized placement test and achievement tests
• a curriculum guide for teachers, which includes learner
objectives
• a series of DVD mini-lessons
• training materials
Their second cruise, in February 2008, took them to the
Mexican Riviera. They held a two-and-a-half-day training
workshop to orient newly hired Princess Cruises EFL
W
...technology
losers! Next year, we expect even more sponsor participation,
so please stop by at our annual meeting.
If you are interested in emerging educational technologies
and would like to make suggestions regarding the next
CATESOL technology events please join our Interest Group
and email list at the CATESOL Web site. We will launch a
discussion on some burning educational technology issues
a few times a year. And if you have a question or a problem
with educational technology, the email list is a great place to
get answers.
I am looking forward to an exciting year of promoting
innovative technology to assist learning, engaging members in
electronic discussions and preparing for the next CATESOL
state conference.
Tatiana Roganova is the Community-Based English Tutoring
(CBET) coordinator for California’s Hayward Unified School District.
teachers to their curriculum.
Producing the DVD lessons was exciting and challenging.
Ito and Mefford hired a CSULB film student who had access
to high quality video equipment. They paid instructors to
teach a lesson. Students from the institute pretended to be
EFL students. The DVD lessons were based on some of
the curriculum lessons. Several options make the DVDs a
valuable aide. Teachers can use them at end of the week as a
culminating activity or as an assessment tool. Or students who
miss class can use them to make up for their absences. And
finally, Ito and Mefford hope to make their directorial debut
on the Princess Cruises Crew TV channel, which is piped into
crew members’ cabins and lounges.
The pair found the bidding process very competitive. ALI
used the college’s graphics department to create a professional
proposal with three-ring binders, colorful logos, and a
They drove to the Princess
Cruises offices in Santa
Clarita, Calif., and wowed
the executives. By the end of
their presentation, they were
told: “Yes. You’re hired.”
PowerPoint presentation. They asked to present in person.
Wearing the appropriate business attire, they drove to the
Princess Cruises corporate offices in Santa Clarita, Calif., and
wowed the executives. By the end of their presentation, they
were told: “Yes. You’re hired.”
Ito and Mefford learned a great deal from their
experience. Ito said that they found that writing curriculum for
a corporation “…is a lot more work than we thought it would
be. Everything takes longer than you think. We can’t believe
that we worked on Christmas Eve, New Year’s Day, and
Easter.” Each one-hour lesson took four-six hours of writing
and revising, even though Princess Cruises provided the
publishing aspects: a graphic arts team, printing, distribution,
etc. Nevertheless, they met all deadlines that were mutually
set. Ito said, “Next time, we’ll build in more time for writing
materials.”
Ito and Mefford presented their experience with Princess
Cruises in a session at the CATESOL 2008 State Conference.
Look for other TEW IG workshops this fall’s regional
CATESOL conferences and the CATESOL 2009 State
Conference.
Ingrid Greenberg is a VESL instructor at the Educational
Cultural Complex in Continuing Education, part of the San Diego
Community College District.
CATESOL News
Fall 2008
13
Need cash to go to the 2009 CATESOL Conference?
Apply for a Rick Sullivan Stipend!
$250 towards CATESOL State Conference Expenses
Pasadena: April 16-19, 2009
Who can apply?
• Anyone who is a CATESOL member
• Preference will be given to CATESOL members who have not attended a state
CATESOL conference outside their local area
Everyone is encouraged to apply,
Especially members WHO HAVE:
• Volunteered for the chapter/regional/state CATESOL conferences
• Presented at local chapter/regional/state CATESOL conferences
• Have financial need
(Current and former CATESOL board members, current committee chairs,
and previous recipients are ineligible.)
PROCEDURE:
• Complete the stipend application on the next page
• Prepare 8 copies – one will be sent to each of the 8 screening evaluators
• Send 1 proof of CATESOL membership (e.g. newsletter mailing label, photocopy
of membership card)
• Mail – postmarked by February 17, 2009 -- to:
Kathleen Flynn
P.O. Box 9809
Glendale, CA 91226
• E-mail applications will NOT be accepted
• Questions? Contact Kathleen Flynn at [email protected]
• Recipients will be notified by March 13, 2009
Application Form
1. Applicants must be CATESOL members.
(Current and former CATESOL board members, current committee chairs, and previous recipients are ineligible.)
2. Preference will be given to CATESOL members who have not attended a state CATESOL conference outside
their local area.
3. If you use this form, write clearly in block letters.
4. If you want to insert the information using your computer:
• Go to the CATESOL Web site and cut and paste this form into a Word document.
• Complete form by inserting your information into the new Word document and print.
5. Make 8 copies of application form and 1 copy of proof of CATESOL membership (CATESOL News mailing label or
CATESOL membership card).
6. Send the above by regular mail:
Kathleen Flynn, P.O. Box 9809, Glendale, CA 91226
7. Applications must be postmarked by February 17, 2009
8. Email applications will NOT be accepted.
9. Questions? Contact Kathleen Flynn at [email protected]
Name _____________________________________Phone ___________________ Email ______________
Address ____________________________________________City________________________________
How many miles from Pasadena? ___________
Teaching Affiliation ______________________________Job title __________________________________
Level(s) at which you work? ___ Elementary___ Adult ___ College/University
___ Secondary___ Community College ___ Intensive English Program Student: __ F/T __P/T___
Teaching experience _______________________________________________________________________
If a student, university affiliation and program in which you are enrolled _______________________________
________________________________________________________________________________________
Contributions to CATESOL:
• Chapter: Presentations __________________________________________________________________
Volunteer work (task and how many hours per job/event?) ______________________________________
• Regional: Presentations __________________________________________________________________
• State: Presentations ____________________________________________________________________
Any other sources of financial aid to attend CATESOL 2009 State Conference (source and amount)? _______
Have you ever attended a state CATESOL conference outside your local area? ___ Yes ___ No
Write a paragraph in which you explain how attending the CATESOL 2009 Pasadena Conference will enhance your
professional development and enable you to better serve our ESL population.
14
CATESOL News
Fall 2008
CATESOL News
Fall 2008
15
College/University Level
Teaching
Grammar in
Context in the
Composition
Classroom
By John Liang
College and University Level Chair
or many writing teachers, the extensive grammar errors
in ESL students’ writing seem to be an ever-haunting
nightmare. A colleague of mine was once so frustrated about
this that he would fail an essay if he found five verb-related
errors. Expressing frustration by giving failing marks, of
course, produces no learning.
While we all acknowledge that grammar is an important
building block of writing skills, we often are not sure how
to implement grammar instruction. We might try error
analysis, but fear that the use of grammar terms might
further confuse our students. We might engage students in
drills, but then be worried that controlled practices fall short
of communication. We might even want our students to
imitate model essays, but then that imitation could stifle their
imaginations.
While some of us are not sure how to deal with grammar
in the writing class, others are not certain when to provide
grammar instruction. Should we wait until the editing stage
so we can provide corrective feedback? Or should we teach
grammar prior to assigning the writing task so we can prevent
errors?
The truth is that grammar instruction is more than
F
San Diego October Regional
Focuses on ‘Literacy for Life’
“Literacy for Life” is the theme of the upcoming San
Diego Regional Conference on October 18, 2008 at San
Diego State University. The conference will be co-hosted
by the College of Extended Studies/American Language
Institute. Karen Cadiero-Kaplan, a CATESOL past
president, will chair the conference. Included as the keynote
will be a panel of three experts in the field defining literacy
challenges in school, in the workplace, and in college and
university settings. For more information contact Betty
Samraj at [email protected] or call 619-594-5882.
- Gretchen Bitterlin
16
CATESOL News
Fall 2008
just providing corrective
feedback or teaching the socalled preventive techniques.
Grammar teaching should not
be reactive and impromptu but
proactive and systematic.
So, to teach or not to teach
is NOT the question. What to
teach, how to teach, and when
to teach is. In the following,
I would like discuss a few
principles that I have developed
for my college composition
John Liang
classes.
First, grammar instruction in
the composition classroom should be systematically selective.
This means that not all of the grammar structures should be
taught but rather the common major language difficulties that
inhibit the comprehensibility of their writing.
For instance, the following major structures may deserve
more attention than others in a college writing classroom:
run-on sentences (i.e., It doesn’t just happen, this talent must
be developed.), fragments (i.e., The problem being that he had no
money.), verb tenses (i.e. He couldn’t found the key.), tense shifts
(i.e. This month I decided to buy a radio receiver with the money I have
earned mowing lawns.), dangling modifiers (i.e. Scrubbing the floor,
my thoughts turned to Sue.), relative clauses (i.e. Jack was robbed in
a restaurant that he worked.), infinitives (i.e. He decided to bought
the television.), gerunds (i.e. He started work for Professor Smith last
month.), and subject-verb agreement (i.e. Each of these rules are
important.). If the structures above are truly “troublesome”
for our students, they then should be the focus of grammar
instruction.
In the traditional grammar class, the teacher often lectures
on grammar rules with minimal examples at the sentence
level. While lecturing on abstract rules may alert students to the
structure, it often fails to connect rules with actual language
use in context. Therefore, the teacher should make every
attempt to contextualize grammar learning in the writing
classroom. Model analysis is an effective technique that
directs students’ conscious attention to language structuring
in a meaningful discourse.
For instance, in teaching how to maintain consistent tense
shifts, the teacher can first show students paragraphs that
have the topic sentence expressed in the simple present and
the specifics expressed in the simple past. Then, the teacher
can have students analyze how the use of the simple present
well expresses a general statement and how the simple
past presents examples from the past to support the topic
sentence. This type of model analysis helps students see how
Recognition
T
The Spirit of Teaching Award
o support and reward
English learners
exemplary teachers, Pearson
• Successful mentoring of
Longman has instituted the
teachers in the field of
annual “Spirit of Teaching.” It
ELD/ESL
will be presented at CATESOL’s
• Currently a CATESOL
State Conference in Pasadena
member
next April. Along with the
Submission Requirements
award comes a $500 personal
• A résumé highlighting
check and a $500 voucher for
teaching excellence and
ELD materials from the Pearson
mentoring
Longman catalog.
• A 500-word essay by
Eligibility
the candidate explaining
• At least 10 years of
how s/he exemplifies the
successful instruction of
“Spirit of Teaching”
...grammar
form can be appropriately selected to serve meaning and
purpose.
A
side from textual analysis for awareness raising,
controlled exercises are also effective techniques
that can be used to reinforce student learning. Take gapfilled tasks, for instance. In asking students to supply the
correct verb tense forms to complete a paragraph, the
teacher can also require them to provide an explanation.
Hence, a potentially mechanically controlled exercise can
turn into meaningful practice that connects form with
meaning and use.
Parallel writing is yet another effective technique.
After students have analyzed the organization and
linguistic features of a paragraph, the teacher can ask
them to produce a similar paragraph. The students may
be specifically asked to produce the topic sentence in
the simple present as a general statement and supply
examples in both the simple present and the simple past
as supportive specifics for the topic sentence. Although
imitative in nature, this exercise can increase students’
intuitive understanding of the connection between form
and function for a communicative purpose.
Collaborative writing with guided peer feedback also
provides an optimal condition for grammar learning.
Send these to Dan Fichtner
as Microsoft Word or “rtf”
documents: [email protected]
Be sure to include candidate’s
name and contact information on
each document (name, phone and
address).
Deadline: February 1, 2009. The
winner will be announced well in
advance of the state conference
to enable him or her to attend the
award ceremony.
Don’t be shy, APPLY.
The teacher can ask a couple of students to write
a paragraph on the blackboard following a collective
brainstorming of ideas. After critiquing the effectiveness
of the ideas, the students can then be asked to critique
the use of a specific language structure in the writing
samples, i.e. subject-verb agreement or tense shifts. The
open discussion and negotiation accompanied with
immediate teacher feedback can further enhance student
learning.
Aside from proactive teaching as discussed above,
the teacher also needs to help foster students’ selfregulatory learning. In addition to providing corrective
feedback, the teacher can perhaps require student writers
to keep an error log, noting the patterns of their errors
and generalizing the rules. In so doing, students can
develop a more personal understanding of the errors
and can come to a better grasp of the structures and
their use.
Learning to write involves an ability to exercise
appropriate grammar choices for meaningful
communication. Therefore, grammar teaching in
the composition classroom should not be limited
to maintaining simplistic accuracy, but should be
contextualized, selective, oriented toward awareness
raising, and intended to foster self-regulatory learning.
Dr. John Liang is an associate professor of TESOL and the
chair of the Department of Applied Linguistics and TESOL at
Biola University, La Mirada.
CATESOL News
Fall 2008
17
IEP Level
In the Chapters
Bay Area Holds First Officers Meeting,
Makes Plans for December
Conference
By Judith O’Louglin
for grades 6-12 at Cornerstone Academy – International
Expectation:
the time, speak and practice all the
time, and push myself all the time to
understand and learn more. Good
students realize that it takes time to
learn a language.
By Priscilla Taylor
Do your parents tell you that you
IEP Level Chair
have six months to study English
ome years ago I wrote the
and then you must enter a college or
following article for our student
university degree program? You can
newsletter. With the steady influx
help them to understand that it takes
of international students seeking
time to learn a language. Does your
graduate degrees, it may be time
job expect you to return speaking
to take another look at their
perfect English? If you work
expectations as they begin their
hard and do a lot of speaking and
studies in the United States.
reading, you will speak well after a
To my students …
year of study. If your time is limited,
How much of your language can
set your expectations lower and you
I learn in six months? Can I learn
will have more success.
enough to enter and study in a
Do you want to stay in this
university in your country? Probably country to live and work? Practice
not, unless I have excellent study
speaking with Americans and try out
skills, an excellent background in
what you learn. Start conversations
languages, and excellent teachers.
and ask questions, but don’t expect
Even then, I will have to study all
everyone to understand you. Some
Americans won’t be
able to help you, but
will want you to speak
better.
Here are some things
Do you feel listened to? Are your rights
that you can do to help
protected? Is your job secure?
yourself:
When you learn a
If your answer is “no” to any of the above, you
new word or structure,
and your colleagues need to be effectively
use it right away in
organized for collective bargaining and to
speaking and in writing.
speak with one voice with your administration.
Learn to take chances.
Speak when you might
Contact the California Federation of Teachers
be afraid to, and guess
to see how our expertise can help. The CFT is
when you aren’t sure.
forming new locals in K-12 districts and
Recognize that some
community colleges. How can we work together?
people learn languages
Call (510) 523-5238 for information.
faster than other
people. It doesn’t
CFT Adult Education Commission
mean that they are
California Federation of Teachers
smarter. Maybe they
AFT, AFL-CIO
have studied more,
and maybe they spend
It Takes Time
S
Got a Voice?
18
CATESOL News
Fall 2008
Priscilla Taylor
more time studying and
practicing than you do.
Recognize that you need more
or less English depending on
your goals. Living in this country
does not require the same level of
English as studying in a university.
Studying for a test such as TOEFL
is not the same as learning to write
and speak well. Don’t give up your
language classes in order to cram for
a test.
A university student needs
academic vocabulary, accurate
structure, fast reading ability, and
good listening and writing skills.
These skills take time to acquire.
Most professors are not prepared
to help you with your English
studies and ability, so you must learn
English before you get into their
classroom.
Having expectations that are too
high can cause a big disappointment
if you can’t reach them easily.
Some students will try harder,
but some will get angry, or blame
everyone else, or even give up.
What about you? Are you realistic?
Consider what you can do to deal
with your unrealistic expectations.
Most importantly, recognize that it
takes time to learn a new language.
Give yourself time. GOOD LUCK!
Priscilla Taylor teaches in the
Language Academy at the Rossier School
of Education at the University of
Southern California.
Bay Area Chapter Coordinator
Starting off its second year as a CATESOL chapter, the
Bay Area Chapter officers met on June 14, 2008, to plan for
the upcoming fall activities and events. The chapter serves
Alameda, Contra Costa, San Francisco, San Mateo, and Santa
Clara counties.
We began planning for our fall event, “Food For
Thought: A Multicultural Experience,” to be held at Alliant
International University on December 6, 2008, from 12:303:30 p.m. The event will feature food, publisher exhibits and
short educational workshops. There will be a small admission
charge.
If you are interested in presenting there, please submit
the following information electronically to me, Judith
O’Loughlin at [email protected]. Include the title, an
abstract of 30-50 words describing your presentation,
including amount of time requested, audio-visual needs, and
full contact information for yourself and anyone on your
presentation team. A committee of chapter officers will
review and approve those proposals we think will fit into the
event.
Many of our chapter officers will be on hand at the
Northern Regional Conference to encourage participants to
join our chapter and register for our fall event. We will also
participate in the lunch and rap sessions from 11:45 -12:45 at
the conference.
Our chapter officers are an enthusiastic and diverse
group. Here are some brief biographies.
Judith O’Loughlin, chapter coordinator, is an education
consultant to school districts, and state and federal grants
projects at the Center for Applied Linguistics, as well as an
online graduate professor in the multicultural education
department of New Jersey City University.
Shirley Sung, treasurer, is an ESL Instructor at City
College of San Francisco who has given several workshops at
City College and CATESOL conferences.
Masako Yamada, secretary and Webmaster (www.
bayareacatesol.org), is a graduate student in the MATESOL
program of San Francisco State University and has worked as
a public high school teacher of English in Kyoto, Japan.
Ann Bagatelos, elementary representative, is a national
independent education consultant, teacher trainer and a
frequent presenter at state and national conferences.
Brenda Huey Maenchen, secondary representative,
fluent in English, Mandarin, and Portuguese, is an ESL
and Chinese language teacher in a self-contained classroom
Language Program.
Hilary Rayvis-Randall, adult education representative,
is a senior national ESL and world languages education
consultant and teacher trainer. She frequently presents at state
and national conferences and has written an interactive family
literacy workbook, Parents as Partners.
Anthony Burik, adult education representative, is a
program assistant and EL Civics Project leader in the ESL
and Citizenship Department at the Lorma Vista Adult Center
campus of Mt. Diablo Adult Education in Concord.
Vicki Pabley, community college representative, teaches
at Las Positas College in Livermore and at Los Medanos
College, Brentwood Campus. She is very active in CATESOL,
having recently served as program co-chair for the Northern
California Regional. Vicki is serving her second year as a Bay
Area Chapter officer.
Brenda Goldstein, community college representative, is
a recent graduate of San Francisco State University’s master’s
in TESOL program. She presented “Laughing and Learning:
Using Humor to Make ESL Classes More Fun and Effective
at the SFSU MATESOL Conference in December 2007.
Dr. Debra Reeves-Gutierrez, college/university
representative, is an assistant professor in the Graduate
School of Education at Alliant International University in
San Francisco. She teaches courses in multicultural education,
methodology, curriculum and instruction for English language
learners and diverse student populations in the teacher
education program. Along with Judith O’Loughlin and Vicki
Pabley, she is a founding member of the Bay Area Chapter.
Stephen Dalton, intensive English program
representative, teaches at the English Studies Institute housed
on the UC Berkeley campus. He has taught for Santa Barbara
City College and Project SEED.
Tracy Spurlin-Saravanan, representative-at-large, is
currently an ESL consultant working mostly with Chinese
clients. Tracy has taught English to university students in
southern China in the past and currently includes community
service as part of her volunteer activities.
Looking Back Four Decades
CATESOL will be celebrating its 40th birthday in Pasadena
this coming April and the CATESOL News is seeking
anecdotes, photographs and articles and ideas for articles
relating to the organization’s history. We are especially
looking for photographs of CATESOL presidents. If you
have anything to contribute, please contact Timothy Lange
at [email protected]
CATESOL News
Fall 2008
19
Socio-Political
CATESOL Goes to Washington
for TESOL Advocacy Day 2008
By Albert S. Lozano
Assistant Elementary Level Chair
irst, I would like to express my appreciation on being
selected as the Assistant Elementary Level Chair for
the 2008-2009 year. One of my first assignments in this
new position was to take part in TESOL Advocacy Day
2008. On June 18, I joined 13 other TESOL members
representing 12 U.S.-based affiliates in Washington, D.C.
This event featured a day of issue
briefings and workshops, capped
by visits to congressional offices
on Capitol Hill. The goals of
Advocacy Day were not only to
lobby on key issues for TESOL,
but also to provide an interactive
learning experience for affiliate
representatives on elements of
advocacy. By the end of the day,
TESOL members had visited
the offices of more than 36
Representatives and Senators.
As with last year’s event,
TESOL Advocacy Day 2008 was
Albert Lozano
focused on the efforts to reauthorize
the No Child Left Behind Act (NCLB). To maximize the
impact of TESOL Advocacy Day, key members of Congress
serving on the education committees in the U.S. Senate and
House of Representatives were identified for meetings.
In turn, affiliates representing the constituencies of those
members of Congress were selected and invited to send a
representative to Advocacy Day. Since Reps. George Miller
(D), Lynn Woolsey (D) and Howard McKeon (R) serve on the
House Committee on Education and Labor, CATESOL was
one of the affiliates selected.
To participate, each of us was required to engage in
several preparatory activities. For example, we were asked to
set up our own individual meetings with key Representatives.
To assist with this, TESOL provided directions and guidance,
as well as the list of specific names to contact. This process
was arduous and at times frustrating. For example, our
instructions focused on faxing requests and following up
with phone calls to the respective offices. However, it became
apparent that email, and not faxes, are what congressional
staffers relied on. Moreover, the timing of this year’s event,
a week after Sen. Barack Obama’s win as the presumptive
nominee, meant that the Hill was still buzzing with excitement,
which staffers felt focused attention on issues other than
NCLB. Finally, not all of the offices were as willing to
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20
CATESOL News
Fall 2008
set up an appointment, or put me in contact with the
scheduler. After being referred to a long list of names and
numbers, I ultimately was unable to schedule a meeting with
representatives from Congressman McKeon’s office.
TESOL Advocacy Day commenced with a welcome
from TESOL President Shelley Wong. We were also joined by
President-Elect Mark Algren and Past-President Sandy Briggs.
The morning workshop was led by Advocacy and Professional
Relations Manager John Segota, and comprised three briefings.
The first featured congressional staff from both the House
and the Senate discussing the “view from the Hill” on NCLB
reauthorization, and the key issues under debate. The second
featured the education staffer from Sen. Obama’s office
discussing a bill on middle school reform he has proposed, the
“Success in the Middle Act.” The final briefing featured the
acting director of the Office of English Language Acquisition
(OELA).
We then went into an interactive workshop on how to
have an effective meeting with one’s Representative. This
workshop was led by Ellen Fern and Krista Heckler of
Washington Partners, LLC, TESOL’s legislative consultants.
Participants were provided with key information to prepare
for their meetings and were given the opportunity to role play.
The purpose of the briefings and the workshop was to help
the participants practice and prepare for their meetings on
Capitol Hill that afternoon. This session proved helpful, but I
was unable to adhere to the recommended time of 15 minutes,
described below.
The meetings that I did schedule were productive, in
part because TESOL sent us talking points and background
information on NCLB so that we could begin to familiarize
ourselves with the issues in advance. We were encouraged
to find examples from our own programs to illustrate the
topics. For example, one talking point I stressed in both of
my meetings was the difference between academic and social
language, drawing on my experience as a former bilingual third
grade teacher in San Bernardino. I explained in my meetings
that in my final year, one of my students, Cesar was a die-hard
Dallas Cowboys fan who would engage with me in friendly
banter about the weekend’s football results. His social language
skills in English were advanced, so much so that a colleague
commented that we sounded like “two English speakers.” On
the other hand, a second student in the class, Valeria, was still
at the beginning stages of English proficiency and reluctant to
speak. However, because of her advanced academic skills in
literacy and mathematics, it was Valeria and not Cesar who was
Reclassified Full English Proficient (R-FEP) first and has just
...advocacy
completed her freshman year in college.
The use of real-life examples helped
staffers understand this important
distinction.
I
was not able to meet with the
Representatives themselves, but did
meet with staff from Rep. Miller’s and
Rep. Woolsey’s offices. In Congressman
Miller’s office, I met with three:
Alejandra Ceja, Adrienne Dunbar and
Jill Morningstar.
One thing I emphasized with them
is that teachers (and potential teachers)
are too often judged as “qualified”
in a manner that is not in accordance
with actually being a good teacher. As
an example, I described a situation
in which one of my student teachers
was not judged by her cooperating
teacher on pedagogical or classroom
management skills, but instead on her
ability to finish the lesson (“pacing”)
at a pre-determined time. The fact that
my student teacher realized her students
did not understand the lesson and
effectively modified her instructions so
that students understood the content
was not as important to her cooperating
teacher as a time posted on the white
board.
At the time, this led to an intense
discussion between the CT and me. My
department, the Bilingual/Multicultural
Education Department (BMED) at
California State University, Sacramento,
no longer places student teachers in
this classroom. In addition, the staffers
were surprised to hear that some
BMED graduates on the job market
were not asked during interviews about
their philosophy of education, what
they believed were best practices in
reading or content instruction, or their
willingness to advocate for social justice
issues on behalf of English learners.
Due to Adequate Yearly Progress
results required by NCLB, some
schools that serve a large percentage
of ELs (and thus targeted by BMED)
have been placed under the “program
improvement” label. Several BMED
graduates informed me that the only
question they were asked was whether
or not they objected to being watched
a lot in their classroom. The expression
of disbelief on the faces of the staffers
indicated that this was something they
had not come across. Our meeting,
originally scheduled for 20 minutes,
lasted for 45 minutes.
My second meeting with Katie
Rodriguez from Rep. Woolsey’s office
ran for 20 minutes. Our conversation
included the above topics in a more
abbreviated form. Rodriguez was also
very informative as to the time frame
in which NCLB reauthorization will
realistically occur. According to her,
the impending election has postponed
discussions on NCLB, which allows
organizations such as ours more time
to endorse alternative measures (e.g.,
growth models) to the law’s restrictive
policies that judges students, teachers,
and schools on a
single measure of
success.
At the end
of the day, we
freshly minted
advocates shared
our experiences and
what we learned
over dinner. Most
of my colleagues
arranged meetings
with every
representative on
their list, and I
do wish I could
have met with
Representatives
from “across the
aisle” to learn why
some politicians are
endorsing legislation
that is undermining
many good teaching
practices.
What I came
away with, and
what I hope
other CATESOL
Socio-Political
members incorporate at future
Advocacy Days, is the power of
meeting face to face. Congressional
staffers can always find statistics and
are familiar with state test results
and NAEP scores. What we need to
continue to do is bring real-life stories
and experiences to Congress and give
real names and experiences to the
“data.”
Additional information about
TESOL Advocacy Day, including
photographs and video of the
interactive workshop, is available on
the TESOL Web site at http://www.
tesol.org. If you are interested in
learning more about your congressional
representatives, and the legislative issues
TESOL is tracking, go the TESOL
U.S. Advocacy Action Center at http://
capwiz.com/tesol.
Albert Lozano is an assistant professor
in the Bilingual/Multicultural Education
Department in Sacramento State University’s
College of Education.
CATESOL News
Fall 2008
21
Adult Level
Professional Development Opportunities
Bountiful in California’s
Adult Level
ESL
adult learner. In addition, these courses
initiatives, CALPRO’s Web site provides
By Jan Forstrom
Adult Level Chair
ATESOL’s stated mission is to
“promote excellence in education
for English language learners and a
high quality professional environment
for their teachers.” A high quality
professional environment in adult level
ESL requires ample availability for
professional development opportunities
for instructors and administrators. In
this time of cutbacks and budget crisis,
we are fortunate to have low- or no-cost
professional development opportunities
available through CALPRO, OTAN,
and CASAS. My thanks to Catherine
Green (CALPRO), Marian Thatcher
(OTAN) and Patty Long (CASAS) for
sharing information about programs
and materials their agencies offer that
support the mission of CATESOL.
C
CALPRO Offers
Variety of Professional
Development
Opportunities
By Catherine Green
Research Analyst, CALPRO
he California Adult Literacy
Professional Development Project
(CALPRO), administered by the
American Institutes for Research, offers
a wide variety of free professional
development products and services
for 2008-2009. Educators may choose
from a total of 16 online courses
facilitated by subject-area experts.
These courses bring teachers and
administrators the latest research
and best practices on topics such as
enhancing learner persistence, teaching
adults with learning disabilities,
managing the ESL multilevel class,
organizing and monitoring instruction,
using questioning strategies, fiscal
management, and understanding the
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22
CATESOL News
Fall 2008
offer participants credit options,
networking opportunities and great
flexibility.
Each professional development
course is free, lasts about four weeks,
and is open to all adult educators
currently working in programs funded
by the California Department of
Education. Enrollment is limited, so
register early. Also, this year CALPRO is
offering two independent, self-directed
online courses for new ESL and ABE
teachers, which are available year-round.
For all online courses, CALPRO’s
online campus Web page (http://www.
calpro-online.org/onlineCourses.asp)
provides registration and additional
information.
This year CALPRO will continue
two well-established initiatives, the
Adult Education Leadership Institute
and the Learning Communities for
Site-Based Professional Development.
Applications, related timelines, and
additional details on both initiatives
appear on the CALPRO Web site
(http://www.calpro-online.org). The
Leadership Institute’s two-year goal is to
enable adult education administrators to
gain effective management and quality
leadership skills that will enhance their
capacity to operate an adult education
program. The Professional Learning
Communities initiative provides
intensive, multi-session training to
enable program administrators and
professional development specialists/
lead teachers to learn to establish
professional learning communities
among staff, assess staff professional
development needs, and draft an agency
professional development plan on a
program area of special interest (e.g.,
professional development of ESL
teachers).
Beyond these online courses and
a host of research-based material, such
as the resources guides for new teachers
of ESL and ABE, the health literacy
reference guide, and three publications
written for the adult education
administrator. Visit http://www.calproonline.org/o_guides/default.asp.
To learn of new professional
development products and services,
be sure to bookmark the CALPRO’s
News and Events page (http://www.
calpro-online.org/News.asp) and check
it frequently throughout the year.
OTAN Provides
Technology-related
Workshops
By Marian Thacher
Director of OTAN
he Outreach and Technology
Assistance Network (OTAN)
provides both online and face-to-face
workshops for adult ESL teachers on
topics related to using technology.
Popular face-to-face workshops include
Internet Resources for ESL Teachers,
Using Moodle to Create a Course
Web Site, Classroom Activities Using
Microsoft Word, and PowerPoint for
Adult Education.
Online workshops this year will
be 1.5 hours long, and all you need to
participate is a computer, a fast Internet
connection, and headphones. Online
workshops cover a number of new
technology topics such as Google It!,
Create Your Own Podcast, Blogging
in the Classroom, and many more.
Individual teachers can participate,
or better yet, get a bunch of teachers
together in a lab to participate as a
group, and have some practice time
afterwards to consolidate a new skill.
For a full list of workshops, visit
the OTAN Web site, www.otan.us.
Look for Training at the bottom of the
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Nevada
‘Opening Doors for
English language
learners’
conference quality, but to also increase conference
attendance. Always looking for an opportunity to promote
our conference, local board members Barbara Curtis
(treasurer) and Regina Marshall-Smith (former chapter
chair) approached Clark County School District’s (CCSD)
English language learner (ELL) department personnel
during a departmental meeting to ask for support of
By Sylvia Villalva
SNVCATESOL.
Southern Nevada Representative
The department responded in a big way. Dr. Norberta
ow does an organization serve a second language
Anderson, ELL Director, offered for her department to
population that has experienced a 315% increase the
pay 2008-2009 CATESOL annual membership fees for
past 10 years; from 19,764 ESL students in 1997 to 62,775
in 2007? And, how does a chapter of fewer than 10 working 50 specialists, region specialists and region coordinators.
members build organizational capacity in order to contribute She also offered to pay the SNVCATESOL conference
registration fees for 50 CCSD teachers. Eligible staff quickly
to the success of these students? These have been the
responded and all slots were quickly filled within a week.
challenges for the Southern Nevada Chapter of CATESOL
Another attendance-boosting strategy is to approach
(SNVCATESOL).
CCSD regional superintendents for conference support.
SNVCATESOL has been focused on planning its
Last year, Mr. Robert Alfaro, regional superintendent
upcoming conference as a means to influence the education
sponsored conference fees for two people from each of the
of English language learners and their instructors in
schools in his district. This increased conference attendance
southern Nevada. Conference days are Friday, October 10
by 40 percent over the previous year.
from 4 p.m. to 10 p.m., and Saturday, October 11, 8 a.m.
Building organizational capacity is of paramount
to 8 p.m. The conference venue is the west campus of the
importance,
not only to carry out the responsibilities
College of Southern Nevada.
“Opening Doors for English Language Learners” is the of a conference, but to ensure the sustainability of
SNVCATESOL.
theme, and a varied repertoire of presenters will conduct
The motto “Bring a Friend” has become the mantra for
workshops over the two-day conference. The workshops
board members. The result has been several new members
relate to key issues relevant to Pre-K, elementary, middle/
who have shown leadership skills by assigning themselves
junior high, high school, college, and adult education.
duties related to the conference. New members are the life
Conference attendees will experience a complimentary,
blood of sustainability. The different perspectives, expertise,
al fresco dinner, while watching live multicultural
resources, and enthusiasm they bring energizes our chapter
performances on Friday night. No need to brown-bag it on
Saturday. All meals, snacks, and beverages are included in the and helps us open the door for English language learners.
For additional information regarding the
low, two-day total conference fee of $75. What a bargain!
SNVCATESOL conference, please contact Sylvia Villalva at
Another great deal is the optional one unit university TESL
[email protected] or (702)885-2115.
credit course, “Methods and Materials,” from the Southern
Sylvia Villalva is writing coordinator and world language teacher
University of Utah. The cost is an additional $25.
at C.C. Ronnow Elementary in Las Vegas, Nevada.
Board members are ever-vigilant to not only improve
discover the information they need
Teachers – California Edition. This
handbook, available free for download
specifically for their own agencies
from
the
CASAS
Web
site
(www.casas.
– including intake procedures, who
org/CA Accountability) provides
to contact at their agency regarding
home page. From there you can read
detailed explanations of testing and
CASAS testing and when reports will
workshop descriptions and register with data collection requirements and clear,
be sent. Also included on the Web site
a few clicks. For more information,
comprehensive examples of CASAS
is a training module for agencies to aid
contact OTAN at [email protected] or
documents, all from a teacher’s point
in presenting the handbook, including a
800-894-3113.
of view. General information is
PowerPoint presentation complete with
provided regarding state and federal
lecture notes, a needs assessment and
CASAS Handbook for
requirements, but the focus of the
warm-up activity, and a presentation
Adult ESL Teachers
handbook is what teachers need to
By Patty Long
know to get complete and accurate data guide. The training module can be used
CASAS Program Specialist
to present the handbook in one dayfor their students.
ASAS has just released the new
Each section in the handbook is
long workshop or throughout the year
CASAS Handbook for Adult ESL
followed by questions for teachers to
as modules.
H
...development
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CATESOL News
Fall 2008
23
Lesson Plans
Launched! Free Online Nutrition Lesson
for Adult ESL: Fast Food, Healthy Choices
By Nancy Hampson and
Laurie Cozzolino
A new stand-alone, interactive lesson
on nutrition includes critical health
information and vocabulary review,
and life skills reading and listening
practice in a fun yet challenging ESL
context. “Lessons for Living Well:
Fast Food, Healthy Choices” is the
new online lesson from Eating Well,
Living Well: Nutrition Education for
Adult ESL. Aimed at intermediate
ESL learners and above, with basic
computer skills, the lesson provides
learners with a comprehensible
knowledge base about healthy levels
of fat and salt intake and the skills
needed for them to begin to make
healthier choices for themselves and
their families. As ESL teachers, we
‘Schmooze, Peruse,
and Cruise’:
Networking, Benefits,
and Publishers’ Fair
By Carol Bander
Orange County Chapter Publicity Co-chair
he Orange County and Los Angeles County fairs have
long passed, but CATESOL Orange County and the
CSUF TESOL Club are sponsoring their own fair for ESL
practitioners of all levels for its Fall Event on Saturday,
November 8, 2008. Come “Schmooze, Peruse, and Cruise:
Networking, Benefits, and Publishers’ Fair” at California State
University Fullerton’s Titan Student Union for an extended
morning.
In tune with our upcoming state conference theme of
the “Whole Learner/Whole Teacher,” OC CATESOL has
also invited representatives of the State Teachers Retirement
System (STRS) and the California Public Employees
Retirement System (CalPERS). This is your chance to find
out how to begin financial planning for retirement, learn
about recent changes to your plan’s policies, or ask retirement
specialists specific questions. Additionally, both Teachers
Insurance and Annuity Association, College Retirement
Equities Fund (TIAA-CREF), a Fortune 100 financial
services company for people who work in the academic,
research, medical and cultural fields), and SchoolsFirst Federal
Credit Union have committed to attend.
We have also invited academic publishers to present
workshops on new ESL books and materials. If you’ve ever
gone to publishers’ sessions at CATESOL, you know that
this is one effective way to learn about the strengths and
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24
CATESOL News
Fall 2008
all know that health and nutrition are
critical topics for our students. This
online lesson provides a compelling
addition to your curriculum choices.
“Lessons for Living Well: Fast
Food, Healthy Choices” can be
used in many ways. Teachers can
integrate it into a classroom lesson
related to health and nutrition,
...nutrition
assign it as homework (the lesson
can be accessed from home
computers with Internet access) or
as a lab assignment. Go to www.
lessonsforlvingwell.org to find
(www.networkforahealthycalifornia.
net) in 2002 with funding from
the United States Department of
Agriculture Food Stamp Program.
The project’s staff and advisory
team have included many current
and active members of CATESOL,
including Jayme Adelson-Goldstein,
methodology of certain texts or series. However, for the first
time, our event will offer software demonstrations along with
traditional publisher book fair displays. Of course, you can
simply “peruse” the exhibits, which will be housed in two
rooms.
Career building and social networking are also built
into the mornings’ activities. Meet with colleagues at your
level, discuss issues of mutual concern, or speak with a
representative of an educational institution with which your
level of education articulates. For example, certain ESL
courses at the community college articulate with those at
university. This is the “Schmooze” (chat, talk) component,
something often missing as we run from session to session
and have too little time to socialize.
Finally, “Cruise!” These sessions will be repeated, so that
if you missed a publisher’s or the STRS, CalPERS, TIAACREF, or SchoolsFirst presentation, it will be done again. You
can make as many “port calls” at the different venues as you
like. Each session will last 30-40 minutes.
A continental breakfast will be provided. Please mark
your calendars. Registration and breakfast begin at 8:30
a.m. Parallel sessions will run from 9-noon. For further
information, contact chapter coordinator Tom Donahoe at
[email protected]. The fee is a modest $15 for
members; $25 for non-members, and the $10 difference can
be applied to membership. There will be special student and
TESOL club member rates. Registration chair is Catherine
Whitsett at [email protected]. Please put “re: CATESOL
in the e-mail message subject and leave a message for her
at 714 484 7000, ext 48358. The last day for messages is
Thursday, November 6, 2008. After that, registration will be
on-site. If you want to spring ahead, please hold March 4,
2009 open for CATESOL OC /TESOL Club when they will
present their more familiar intensive workshop format.
A former CATESOL president (1999-2000), Carol Bander
is a professor of ESL and German at Saddleback College in Mission
Viejo, California.
out more. Be sure to read “For
Teachers” and “Help” for more
suggestions and information on
system requirements. In addition to
the new student online lesson, the
“Eating Well, Living Well” project
Web site www.sdcoe.net/eatingwell
offers teachers many resources for
learning more about integrating
nutrition education into adult
ESL programs, including a selfpaced online Web cast training that
provides a comprehensive overview
of all the components of the project,
and more than 25 classroom-based
lessons and materials.
“Lessons for Living Well:
Fast Food, Healthy Choices” is
the final product of “Eating Well,
Living Well,” a research-based
project awarded to the San Diego
Community College District,
Continuing Education, Adult English
as a Second Language Program by
the Network for a Healthy California
Gretchen Bitterlin, Ardis Breslauer,
Colleen Fitzmaurice, Sylvia Ramirez,
Adriana Sanchez-Aldana, K. Lynn
Savage, Leslie Shimazaki, Marian
Thacher and Susan Yamate.
Adult ESL students are
extremely interested in health and
Lesson Plans
nutrition competencies, as indicated
on needs assessments conducted for
EL Civics and in research conducted
for “Eating Well, Living Well.”
Using the resources and materials
of the project, ESL teachers can
help provide students with the
language and literacy skills they need
to improve health literacy, maintain
current healthy practices and take
steps towards improving health
practices. Although the funding
is coming to an end this year, the
resources and materials developed
by the project over the last six
years will remain available to ESL
programs throughout the state via
the project Web site. We want to
thank the hundreds of teachers who
have attended training and used our
project to promote healthy living
with their students. We hope you
will continue to use the resources
of “Eating Well, Living Well” in the
future.
Nancy Hampson is the literacy director
in the Continuing Education Department
of the San Diego Community College
District. Laurie Cozzolino is a curriculum
developer and teacher of ESL at SDCCD.
SJSU to Host Northern
California Regional
O
n November 8, this year’s Northern California Regional
CATESOL Conference –“Opening Doors: Empowering Students”
– will offer more than 60 individual workshops, an invited colloquium,
a plenary session, interest group rap sessions, publishers’ book exhibit,
and networking opportunities with colleagues. The keynote speaker,
Andrew Lam, is the award-winning author of Perfume Dreams, a
syndicated writer, National Public Radio commentator, and co-founder
of New America Media, a collection of 2000 ethnic media.
The conference, which will run from 8 a.m. to 4 p.m. is sponsored
by the Department of Linguistics & Language Development, the
Connie L. Lurie College of Education, the Office of the Dean of
Humanities & the Arts, the Office of the Provost, and Studies in
American Language.
For further information: www.catesol.org or Sharmin.Khan@sjsu.
edu (408) 924-1332.
CATESOL News
Fall 2008
25
Fifth Annual David E. Eskey Memorial
Award for Curriculum Innovation
To be awarded at the 40th Annual CATESOL State Conference in
Pasadena, April 16-19, 2009
Purpose: To honor Professor Eskey’s memory by recognizing accomplishments related to his professional endeavors (literacy, teacher
preparation, research or practice). Submissions are encouraged in a variety of formats including books, articles, curriculum guides, etc.
Criteria: The committee will select one winner, based on the following criteria:
A. Strength and clarity of the project’s purpose, organization and expression
B. Relevance and depth of Dr. Eskey’s influence on the project
C. Preference for projects from California and Nevada
Preparing the Submission: Prepare an MS Word or Adobe Acrobat document including the four pieces of information
below. Use the headings below, but eliminate any references to the author.
David Eskey
1. A cover sheet with your name, address, affiliation, telephone and fax numbers, e-mail address, CATESOL membership number (if
applicable), and the title of the work
2. A statement (800-1,000 words) including an explanation of the relevance and depth of Dr. Eskey’s influence on the project
3. The rationale or theoretical basis for the project, the target population and language level, and the outcomes of the project (up to 4,000
words)
4. The materials:
a. If the submission is an article: include a copy of the entire article.
b. If the submission is an unpublished curriculum project: Include the table of contents, key pages, and other relevant documents
that demonstrate the value of the project. (50 pages maximum)
c. If the submission is a published book: Include the table of contents, introduction, sample chapters, and any other sections that
demonstrate the value of the book. (50 pages maximum)
Deadline for Submissions: Applications must be received on or before March 1, 2009
For information and submissions, please contact:
Lía D. Kamhi-Stein, Ph.D.
Chair, David E. Eskey Award
[email protected]
...foundation
The CATESOL Education Foundation recognizes the
following for their generous donations:
DIAMOND LEVEL
In Memory of Sumako Kimizuka
SILVER LEVEL
California Teachers Association
BRONZE LEVEL
Belinda Braunstein
Bette Brickman
Mark Wade Lieu
Nguoi Viet News, Inc.
Vietnam California Radio (VNCR)
26
CATESOL News
Fall 2008
INDIVIDUAL & CORPORATE
DONATIONS
Tamara Collins-Parks
Tom H. Do
Jeff Frost
Victoria Workman
Wyndham Hotels & Resorts
If you are interested in soliciting funds for the CEF,
please contact me: Karen Dennis, 430 Blumont Street,
Laguna Beach, CA 92651 or [email protected].
We have a press packet for you. To avoid duplication of
efforts, please contact the foundation before beginning.
Foundation President Karen Dennis, the ESL Department
Chair at Santa Ana College, served as CATESOL president in
2005-2006.
CATESOL
2008-2009
BOARD OF
DIRECTORS
President
KATHLEEN FLYNN
(818) 480-8222
[email protected]
Past President
DAN FICHTNER
(310) 316-6092
[email protected]
President–Elect
BELINDA BRAUNSTEIN
(209) 383-7547
[email protected]
Secretary
PATTY LONG
(916) 264-3786
[email protected]
Treasurer
DON SILLINGS
(714) 906-7866
[email protected]
Elementary Level Chair
TAMARA COLLINS-PARK
[email protected]
Secondary Level Chair
SCOTT FORREST
(709) 291-4000
[email protected]
Adult Level Chair
jan forstrom
(619) 829-6466
jforstrom@sdccd,edu
Community College Level Chair
LINDSAY DONIGAN
[email protected]
College/University Level Chair
JOHN LIANG
(562) 903-4844 X5665
[email protected]
Intensive English Programs
(IEP) Chair
PRISCILLA TAYLOR
(213) 740-9558
[email protected]
Nevada Representative
Open
Interest Group Facilitator
CLARISSA RYAN
(510) 490-6984
[email protected]
Chapter Council Chair
JULIE CASPERSEN SCHULTZ
(916) 264-3783
[email protected]
P
U
B
L
I
C
A
T
I
O
N
S
The CATESOL Journal
Editors
Mark Roberge
[email protected]
Margi Wald
[email protected]
CATESOL News
Editor
TIMOTHY LANGE
(323) 224-0329
[email protected]
General Editorial Information
Sarah Nielsen
(510) 885-3216
[email protected]
Advertising:
GLENN GARDNER
ggardner @glendale.edu
Contact Us/Join Us
CATESOL Membership Application
Name ____________________________________Date ______
Mailing Address ______________________________________
City ________________________ State ______Zip _______
County _______________________Country _____________
Phone (H) _____________(W) ___________(Cell)________
Fax __________________________ E–mail _____________
Members may chose up to two interest groups. Mark “1” next to
your primary choice. If you have a second choice, mark it with a “2.
________
________
________
________
Intercultural Communication Interest Group (ICIG)
Technology Enhanced Language Learning (TELL)
Teaching English in the Workplace (TEW)
Nonnative Language Educators’ Issues (NNLEI)
Subscribe to Listserv for the above interest group(s)? Yes
Check one:
 $50/1 yr.  $35/student (1 yr.)  $35/retired (1 yr.)  Full Time  Part Time
May CATESOL end you an
occasional e-mail regarding
CATESOL products or
services, such as announcing conferences, award
opportunities, etc.?
 Yes  No
No
 $85/2 yrs.
 $35/teacher’s aide (1 yr.)
 $80/joint (two people
living at the same address/ 1 yr.)
Include your name in printed or on–line membership
directory accessible to
CATESOL members only?
 Yes  No
 Overseas members add $30 per year for postage.
Payment by:  Check  VISA  Master Card  Discover
Credit Card Number: _____________________________________
Expiration Date: __________Signature: ______________________
2008-09
Chapter Council
Bay Area Chapter
Coordinator
JUDY O’LOUGLIN
[email protected]
Capital Area Chapter
Coordinator
BRENDA McTIGHE
[email protected]
Los Padres Chapter
Coordinator
JACK BAILEY
[email protected]
MEMBERSHIP
Orange County Chapter
Coordinator
TOM DONAHOE
[email protected]
Saroyan Chapter
Coordinator
TOMMIE MARTINEZ
[email protected]
Provide your name and
mailing address to other
educational organizations?
 Yes  No
Mail check to:
CATESOL
21C Orinda Way #362
Orinda, CA 94563
Northern Nevada Chapter
Coordinator
MARIETTA MARQUIS
[email protected]
Steinbeck Chapter
Coordinator
MOLLY MAY
[email protected]
Southern Nevada Chapter
Coordinator
SYLVIA VILLALVA
[email protected].
net
WAYNEFLETE
21C Orinda Way#362
Orinda, CA 94563
Please check level(s)
which you work:
 Elementary  Secondary
 Adult
 Community College
 College/University
 Intensive English
Program
Subscribe to Listserv for
the
above level(s)?  Yes 
No
Please check your
position(s):
 Teacher
 Student (min. 6 units)
 Aide
 Administrator/Supervisor
 Teacher/Trainer
 Other: (Specify)
Yosemite Chapter
Coordinator KEITH
PETERSEN
[email protected]
Membership Coordinator
Open
INTEREST GROUPS
Intercultural Communications Coordinator
CLARISSA RYAN
wintersweet&sbcglobal.net
Non-Native Language Educators’ Issues Coordinator
CASSIA DE Abreu
[email protected]
Teaching English in the Workplace Coordinator
INGRID GREENBERG
[email protected]
Technology Enhanced Language Learning Coordinator
tatiana roganova
[email protected]
For information about CATESOL
conferences:
BARBARA LUTHER
[email protected]
For information about exhibiting
at CATESOL conferences or
advertising in official conference
publications:
Glenn Gardner
ggardner @glendale.edu
CATESOL News
Fall 2008
C
O
N
F
E
R
E
N
C
E
S
27
CATESOL Education Foundation
Gala Reception Launches CEF in Sacramento
By Karen Dennis
CEF President
special thank you to all who
attended the April 10 Kick
Off Reception for the CATESOL
Education Foundation at the 2008
CATESOL State Conference in
Sacramento. The new brochure
highlighting the work of the
foundation was put in the colorful
conference bags. Dan Fichtner, the
outgoing president of CATESOL,
and I, recognized those who have
A
Rob Jenkins
contributed to the foundation. Rob Jenkins entertained
everyone with his smooth flowing saxaphone. Artists Linda
Swanson and Susan Stern showcased their paintings and
crafts, and James Wilson played Celtic music from his new
CD for us. Mia Reed sent her photographs via Carol Bander
to share. It was truly a special occasion.
The CATESOL Education Foundation voted to give
$4000 to help fund the 2008 CATESOL State Conference
Sunday Workshops. Next year the foundation will showcase
the intensive English programs by sponsoring someone
with registration, transportation, and hotel (up to $500) for
the next state conference in Pasadena.
UPCOMING EVENTS
October 9-11: Steinbeck Chapter Symposium
October 11: Los Padres Chapter Conference
October 18: San Diego Regional Conference: “Literacy for Life” at San Diego State
University
October 18: Yosemite Chapter Conference
October 25: Capital Area Chapter Workshop
October 25: Los Angeles Regional Conference: “What Works and Why,” with Dr. Dana
Ferris and Dr. Ivannia Soto-Hinman at Biola University in La Mirada
November 1: Orange County Chapter Workshop: “Schmooze, Peruse, and Cruise:
Networking, Benefits, and Publishers’ Fair” at California State University, Fullerton
November 8: Northern Regional Conference: “Opening Doors: Empowering Students”
with Andrew Lam, the award-winning author ofPerfume Dreams, at San Jose
State University
November 15: Saroyan Chapter Conference
December 6: Bay Area Chapter Mini-Conference
February 7: Yosemite Chapter Conference
April 16-19: 2009 State Conference: “Whole Learner, Whole Teacher” at the
Pasadena Convention Center
CATESOL
21C ORINDA WAY #362 • ORINDA, CA 94563
FORWARDING POSTAGE GUARANTEED
Moving? Please Print Your New Address Below:
Address
City
Country
Phone number change? Please
print your new number below:
CLIP THIS FORM AND ADDRESS LABEL, SEND TO:
CATESOL
21C ORINDA WAY #362, ORINDA, CA 94563
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PERMIT NO. 73

SBCC Changes Boost ESL Class Attendance

Transcription

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