document resume fl 017 061 tesol …document resume ed 289 347 fl 017 061 title institution tesol...

DOCUMENT RESUME

ED 289 347 FL 017 061

TITLEINSTITUTION

TESOL Newsletter, Vol. 17, 1983.Teachers of English to Speakers of OtherLanguages.

PUB DATE 83NOTE 197p.PUB TYPE Collected Works - Serials (022)JOURNAL CIT TESOL Newsletter; v17 n1-6 Feb-Dec 1983

EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS *Classroom Techniques; Computer Assisted Instruction;

Deafness; Educational Policy; Employment Practices;*English (Second Language); Federal Legislation;Foreign Countries; Foreign Students; HigherEducation; Interlanguagej Japanese; LanguageTeachers; Newsletters; Professional Associations;Refugees; Role Playing; Second Language instruction;Second Language Learning; Teacher Certification;Teacher Education; Uncommonly Taught Languages;Vocational Education; Writing Instruction

IDENTIFIERS Placement Tests

ABSTRACTThe 1983 volume of the Teachers of English to

Speakers of Other Languages (TESOL) newsletter includes articles onthe growth it foreign student enrollments; recommended reading;English as a second language (ESL) teacher employment survey results;getting program support; federal legislative efforts; second languageacquisition and acquisition of English by the deaf; teaching verbs;employment conditions in China; the growth of "Forum" magazine;teaching difficult texts at the university level; the internationalrole of TESOY2; facilitating autonomy in language learning;computer-assisted language learning; collective bargaining; a studyof the links between linguistic background and reading achievement;classroom research on language use; policy on foreign students in theUnited States; constructing diagnostic tests for placement andteaching; learning Japanese the Silent Way; vocational education forlimited-English-proficient students; standards, accreditation, andcertification interlanguage; cultural aspects of prevocational ESL;English on the job; computer-assisted language learning in a master'sprogram for ESL teachers; helping refugees learn to solve problems;teaching essay writing; role-playing; using the computer forcommunicative teaching; and employment practices. Professionalannouncements, association notes, book and materials reviews, andnotes on successful teaching techniques are also presented. (MSE)

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voljonuifto:1 Te Sheri 001100 Speakers Of Other LantUages February 1983

IIE 1982 'SURVEY:

LARGEST NUMBER EVEROF FOREIGN STUDENTS

Foreign student enrollment continues tobe one of the few areas of growth in U.S.higher education, according to WallaceEdgerton, President of the Institute ofInternational Education (IIE), the largestU.S. educational exchange agency.

Open Doors 1981-82, the publication ofthe annual survey results, reports that328,299 international students were enrolledon 2,454 American campuses last year.Foreign students were 2.6 percent of atotal U.S. enrollment in higher educationof 12.4 million.

The 1982 figure represented a 6 percentgain over the 1981 academic year's adjustedtotal of 307,696 students. This was a slowergrowth rate than that of the past six years,during which the international studentpopulation grew from eight to sixteenpercent annually. Mr. Edgerton attributedthe smaller increase largely to the declinein Iranian students from 47,550 in 1981 to35,860 in 1982. At their high point of 51,870students in 1980, Iranians were almost one-fifth of all international students. In 1982they represented 11 percent.

TAIWAN SECOND TO IRANIran was followed by Taiwan, Nigeria,

Canada, Japan, Venezuela, India, SaudiArabia, Malaysia and Hong Kong as home-lands of the largest groups of foreignstudents.

The vast majority (over 80 percent) offoreign students come from the less-de-veloped nations, according to Mr. Edger-ton. Asian nations have consistently sentthe largest number (106,000 or 32 percentin 1982). Middle Eastern students havesteadily increased their share of the total,while percentages from Europe, Northand South America have declined.

While the proportion of students fromthe Mideast has doubled to 22 percent inthe past decade, foreign student growth

this year was largely the result of increasesoutside the Middle East. Of the eightMiddle Eastern OPEC members, enroll-ment from Saudi Arabia, Libya and Algeriaactually declined, while Kuwait was theonly major Arab OPEC member with anincrease in excess of ten percent.

NON-OPEC INFLUX CONTINUES"If this pattern continues," observed Mr.

Edgerton, "it may indicate that the enor-mous expansion of foreign student numbersfueled by petrodollars has reached a pla-teau in the oil glut of the early eightiesatleast as far as Middle Eastern nations areconcerned." OPEC nationals were 29 per-cent (95,357) of all foreign students in1982, a decrease from 33 percent (101,625)in 1981.

IIE's President went on to note, however,that the non-Middle Eastern OPEC mem-bers represented a continuing source offoreign student growth. In 1982 studentsfrom Nigeria, Venezuela, Indonesia andEcuador accounted for 41 percent of OPECstudents, up from 33 percent in 1981.Nigeria was second only to Iran amongOPEC members with 19,850 students.

Mr. Edgerton also emphasized that it isnot only OPEC members in the ThirdWorld who educate large numbers of youngpeople in U.S. colleges and universities.Rapidly industrializing Asian countries,nations with abundant natural resourcessuch as Mexico and the People's Republicof China have all contributed to sustainedgrowth. Numbers of Chinese (4,350) andMalaysian (9,420) students grew 55 percentfrom 1981 to 1982, while numbers of SouthKoreans and Mexicans increased by 31and 17 percent respectively.

Looking at growth froM another per-spective, President Edgerton expressed theopinion that, while U.S. higher education

Continued on page 10

2

TESOL MEETSWITH EDUCATIONSECRETARY SELL

President Darlene Larson and ExecutiveDirector James E. Alatis met last fall withUnited States Secretary of Education Terrel H.Bell for an hour's discussion on concerns thatare sur zmarized in the letter below. Also sittingin on the meeting were J. David Edwards of theJoint National' Committee for Languages; SharonSchonhaut, Special Assistant to The Secretary;and Ron Had of the Office of Bilingual Educa-tion and Minority Language Affairs.

December 14, 1982

The Honorable Terrel H. Bell, SecretaryThe United States Department of Education400 Maryland Avenue, S.W., Suite 4181Washington, D.C. 20202

Dear Secretary Bell:I want to thank you for talking with Dr.

James E. Alatis and me about some of theconcerns of those cf us who teach English tospeakers of other languages. If I may, I wouldlike to review a few of the issues that werediscussed.

As yon know, we work with kindergartenchildren a-id refugees, university students andadult education students, elementary studentsand high school youths. Many of the peopleinvolved in teaching those groups strongly feela lack of coordination among governmentaloffices and agencies as well as a lack of com-munication between those offices and the pro-fessionals teaching in the field, the group onwhich the successful implementation of yourplans ultimately depends.

As a diverse, highly regarded internationalorganization in the field, we see ourselves as avital resource available to the Department ofEdL_ation. Although we call ourselves Teachersof English to Speakers of Other Languages, ourmembers include researchers and administrators,materials developers and testing specialists,classroom teachers and linguists and specialistsin the area of teaching standard English as asecond dialect. Frankly, many of our membersfeeL that our profession has been grossly under-utilized.

We especially appreciated the opportunity toContinued on page 9

TESOL NEWSLETTERAlice H. Osman, Editor

F. H. LaGuardia Community College, CUNY31-10 Thomson Avenue

Long Island City, New York 11101Telephone: (212) 626-8546 or

(212) 663-5819

Editorial Staff and Advisory BoardRichard Allwright, University of Lancaster, Lancaster,England; Charles Blatchford, Fair Oaks, California;John Boyd, Illinois State University, Normal, Illinois;Mary Ann Boyd, Illinois State University, Normal,Illinois; Mary Ann Christison, Snow College, Ephraim,Utah; Cathy Day, Eastern Michigan University, Ypsi-lanti, Michigan; Irene Dutra, Bronx Community Col-lege, CUNY, Bronx, New York; Ronald Eckard, Wes-tern Kentucky University, Bowling Green, Kentucky;Winifred Falcon, American Language Program, Co-lumbia University, New York, New York; DouglasFlahive, Colorado State University, Ft. Collins, Colo-rado; Sergio Caitiln, Institute Afexicano-N orteameri-can° de Rekwiones Culturales, A.C., Mexico City,Mexico; Mary Hines, Teachers College, ColumbiaUniversity, New York, New York; Carol J. Kreidler,Georgetotcn University, Washington, D.C.; Jean Mc-Conochie, Pcce University, New York, New York,Curren Judith Nine-Curt, Universidad de Puerto Rico,Rio Piedras, Puerto Rico; Robert Oprandy, TeachersCollet,'', Columbia University, New York, New York;Use Win. r, University de Montreal, Montreal, Canada.

Production ManagerLars LaBounty

Pantograph PrintingBloomington, Illinois 61701

Advertising ManagerAaron Berman

TESOL Development and PromotionsP.O. Box 14396

San Francisco, California 94114Telephone: (415) 697-5638

The TESOL Newsletter (TN) is published six times a year.February through December. It n available only through mem-bership in TESOL or its affiliates. See back page for member-ship information.

TN welcomes news items from sffiliates, interest sections,and organizations as well as annoi.ocements, calls fix papers.conference and workshop reports and general information ofinterest to TESOL members everywhere. A length of approxi-matcly 300 words is encouraged for those items except forconference announcements and calls for papers which shouldnot exceed 150 words. Send two copies of these news items tothe Editor.

Longer articles on issues and current concerns are alsosolicited, and articles on classroom practices at all learner levelsand ages are especially encouraged. However, four copies ofthese are required as they are sent out for review by membersof the Editorial Staff and Advisory Board before publicationdecisions are made. Longer articles are limited to 1200 words orfive typed double space pages. In preparing the manuscript.authors are advised to follow the guidelines found in theTESOL Quarterly. (A copy of the guidelines may also berequested from the TN Editor.)

Authors who wish to contnbute to special sections of the TNare advised to send two copies of their items directly to theeditors in charge of those pages Affiliate and Interest SectionNews: Mary Ann Christison, Snow College. Ephraim. Utah84627; Book Reviews: Ron Eckard, Western Kentucky Universay, Bowling Green, Kentucky 42101. International Exchange:Li: Hamplyons, Institute of Applied Language Studies, Uni-versity of Edinburgh, Edinburgh E118 4DP. Scotland; It Works:Cathy Day, Eastern Michigan University. Ypsilanti. Michigan48197; Standard Bearer (employment issues) Carol Kreidler.School of Languages and Linguistics, Georgetown University,Washington, D.C. 20057.

Notices of i'ob openings. assistantships or fellowships areprinted without charge provided they are 100 words or less.First state name of institution and location (city, state, country)Include address and telephone numbers last The 100wordlimit need not include the Equal Opportunity Employer state-ment, but that information should be made clear in the coverletter. A fee is charged for special or boxed job and institutionalads, and they are limited to one-half of two columns. Arrange-ment...e made through Aaron Berman, TESOL Developmentand Promotions. Note deadlines for receipt of items below:however, last minute job notices will be accepted providedthere is space. Advertising rates and information are availablefrom Aaron Berman. TESOL Development and PromotionsSee address and telephone number above.

Deadlines for receiving copy:December 15th for the February issueFebruary 20th for the April issueApril 20th for the June issueJune 20th for the August issueAugust 20th for the October issue

Next Deadlines: February 20th for the April TN and April20th for the June TN.

2

Pleateleata, Ito& ado Needrtd.TESOL history was made on December

4th and 5th, 1982, when some of the sub-committee chairs of the Committee onProfessional Standards (CPS) met in Wash-ington, D. C. Only rarely does a group ofmembers of a standing committee of TE-SOL ever meet with TESOL support out-side of convention week. Some may saythat this happened because the ExecutiveBoard approved such a meeting and, in-deed they did, wholeheartedly. But inreality, this work is the result of TESOLmembers repeatedly making it clear thatattending to the quality of our programsand of our employment conditions is themost important task of the TESOL organi-zation.

Although this meeting marked significantprogress, the work has just begun and willcontinue for years. As an organization wemust reach a consensus on directions weshould take and statements we shouldmake. Such a task will take time because itmeans a consensus among as wide a groupas possible. While we teach in diversecircumstances around the world and ourspecial interests and needs vary significant-ly, an initial goal is to develop a set ofstandards that might be viewed as theheart of the matter, a core of principlesthat any program would strive for if itwere to strive for excellence. We hope thata draft of such a set of standards will be inregistration packets at TESOL '83 in To-ronto. Then we will need to hear from youhow such statements will or will not fit themany different situations in which you

work. Several program segments duringthe Toronto conference will be devoted todiscussion of the draft and of the futurework of the CPS.

The Committee on Professional Stan-dards has been charged with carrying onthe work of the former task force on em-ployment concerns, with continuing earlierefforts toward teacher certification andwith investigating possible Sways to accreditor regulate programs of teacher educationand programs of language instruction. Thisis an enormous charge to any committee,but it has been my privilege to find onlyenthusiasm and willingness among mem-bers of the committee. They have solidsupport from the Executive Board, (seepage 7, column 3) and I am sure that theycan count on all of you. Volunteer yourwillingness to read and react to drafts ofstatements and sets of standards by writingto Carol Kreidler, Chair of the Committeeon Professional Standards, in care of theTESOL Central Office. Inform her ofguidelines you know of which have beenprepared by other organizations regardingthe standards of their professions or in-stitutions.

Think about the essence of what makesa quality program both for students andfor staff. It is now time to work for im-provements in our profession by assistingthe members of the Committee on Pro-fessional Standards. I know that togetherwe will be successful.

Darlene Larson

N-4---N-N-N-------N-4-4---Ng-*4TESOLTORONTO\IV/

RESEARCH I.S. SEEKS INPUT

Following the major reorganization of TE-SOL, what was formerly the Research Commit-tee is now an Interest Section, with AndrewCohen as chair and Dick Allwright as associatechair. At TESOL Toronto, we will have achance to debate and determine future policy.Meanwhile we would like to hear from anyTESOL member who wishes to join the newInterest Section on Research. What are the mosturgent questions that research could usefullyfocus on?

Please write, straight away, to Dick Allwright,Department of Linguistics, University of Lan-caster, Lancaster LAI 4YT, England.

CONVENTION BRIEFS FOR TESOL '83

TEACHING COMPOSITIONINTEREST SECTION

All TESOL members at TESOL Toronto interestedin forming a new interest section on the teachingof composition please ei.eck the ConventionDaily upon your arrival. Meetings will be ar-ranged to discuss formation, goals, and ideasfor this new section. Anyone willing to helporganize this section please contact: Tim Robin-son, St. Edwards University, Austin, Texas78704. Telephone: (512) 444 -2821.

APPLIED LINGUISTICS PANELL2 ACQUISITION RESEARCH ETHICS

Recently there has been a dramatic increasein empirical studies in the field of second lan-guage acquisition. This raises many ethical ques-tions that must be dealt with-how to get"naturalistic" data without compromising therights of the participants, how to cope withirrelevant regulations of the 'Human SubjectsReview' committees, how to insure confiden-tiality, etc.

This year in Toronto, the Applied LinguisticsInterest Section is sponsoring a panel discussionon "The Ethics of SLA" featuring well-estab-lished researchers in the field, including JohnSchumann, UCLA; T..... Scovel, San FranciscoState University; Elaine Tarone, University ofMinnesota; and Nessa Wolfson, University ofPennsylvania. The panel chair is Brita Butler-Wall, UCLA and University of Washington.

We are looking forward to a lively and con-troversial exchange of ideas, and practical sug-gestions for researchers and for teachers whowant to apply research results in their class-rooms. Keep your eye on the conference pro-gram for meeting time and date.

Continued on page 5

TN 2/83

TESOL RESEARCHERS:WHAT DO THEY READ?WHAT DO THEY RECOMMEND?

The following article reports on a surveycommissioned by the former TESOL ResearchCommittee (pre-TESOL reorganization) onwhat journals, texts and other resources languageacquisition researchers recommend. The survey,carried out in November, 1981, was conceivedof as a so of parallel to "A Bare-Bones Bibli-ography fo: "lachers of ESL" which appearedin the Dem. 'r 1979 issue of the TESOLNewsletter repo... on texts recommended bymethodologists.

It won't surprise anyone to learn thatTESOL researchers read the TESOL Quar-terly. A recent mini-survey set up by TE-SOL's Research Committee has confirmedthat obvious fact but gone a little furtherto present TESOL members with a fewmore details of the reading habits of adozen researchers (mostly past or presentResearch Committee members). Most ofthese researchers see "second languageacquisition" as the most appropriate labelfor their research area, with "bilingualeducation," "classroom research," "testing,""English for specific purposes," "sociolin-guistics," and "first language acquisition"getting two mentions each in contrast withthe eight for second language acquisition.

It is interesting to note that none of thetwelve respondents (including the presentwriter) cited "language teaching methods"as his or her field of inquiry. This may bedisturbing to some readers, for obviousreasons, so perhaps a little interpretationwould be useful. The reason for this ap-parent neglect of methodology, I suspect,is that we have all taken at least one stepbackwards away from it, because we areall very conscious, from our different per-spectives, that far too many methodologicalquestions cannot hope to be usefully an-swered until we understand a lot moreabout language learning, in society or inthe classroom, as a psychological and socio-psychological process. Meanwhile we, alltwelve, have our work to do and for thegreat majority that work directly involvesmethodological decisions about classroomlanguage learning. It is as researchers thatwe retreat to our background concerns,but as practitioners we have to be aspractical as anyone else.

So, what do researchers read, and alsowhat do they recommend that others shouldread? This is how they responded to thefive questions of the TESOL ResearchCommittee's mini-survey.1. What journals do you subscribe to and

read regularly?Thirty-six different journals were

mentioned but only TESOL Quarterlywas cited by all twelve. LanguageLearning came very near with eleven

TN 2/83

by Dick AllwrightUniversity of Lancaster

mentions, but after that the nearestwere three journals cited by four re-spondents each: Applied Linguistics,Foreign Language Annals, and SLANT(Second Language Acquisition Notesand Topics). Eight more journals, in-cluding the Modern Language Journal,got three mentions, and fifteen moregot only one mention each.

The picture, then, is one of overwhelm-ing domination by the two major U.S.journals, with the disparate specialistinterests of the twelve researchers repre-sented by the wide range of the otherthirty-four titles mentioned (from Lan-guage and Brain to Discourse Processesand The Review of Educational Re-search). A healthy picture of diversityfor the profession, around a commoncore of interest.

2. What journals, books, articles, or otherresources do you scan when doing aliterature search in a researe, project?

Not so obviously this time, TESOLQuarterly was the winner again in thiscategory, but with only eight mentions,followed by ERIC (ERIC Clearing-house on Languages and Linguistics,Center for Applied Linguistics) withsix. The Journal of Applied Psycho lin-guistics and LLBA (Language and Lan-guage Behavior Abstracts) were not farbehind with four mentions each, fol-lowed by Language Learning, Disser-tation Abstracts, and Language Teach-ing and Linguistics Abstracts with threementions. Then came four journals withonly two mentions: Applied Linguistics,Language, Modern Language Journal,and RELC Journal. After that camesingle mentions for fifteen of the journalsalready cited in answer to the firstquestion, for fifteen more journals notpreviously mentioned, and for threebooks: Hatch's Second Language Acqui-sition, Larsen-Freeman's Discourse An-alysis in Second Language AcquisitionResearch, and Richards' UnderstandingSecond and Foreign Language Learn-ing.

Perhaps the only surprise here is thatsix out of the twelve researchers do notautomatically turn to ERIC for help intheir literature searches. It would beinteresting to know why. Meanwhile Ican only suspect that a good manyestablished researchers are so well intouch with their professional colleagueselsewhere that they enjoy a privatenetwork for information exchange which'works better for them than ERIC could.If this interpretation is correct (andperhaps readers would like to comment)

4

it could be turned into advice for futureresearchers: work hard at establishingan informal network of contacts so thatyou too can get copies of papers evenbefore ERIC hears about them. Theobvious way to do this is to attend asmany professional conferences as youcan and to conscientiously follow-upinteresting presentations by getting totalk to the presenter and, at least, puttingin a request for a copy of any eventualpaper. If you cannot actually get to theconferences you would like to attend,then at least get a copy of the programand write off to the presenters request-ing a copy of any paper that looksinteresting. Presenters will probably beflattered by such a show of interest,and most will be able to send you theirpapers at very little expense to yourself(if any at all).

3. What are your favorite books or othersources on research methods? For yourown research? For your students whoare just beginning research?

This is where the respondents beganto exhibit `their full diversity, with twohaving no favorites at all and the restciting a total of nineteen different books,only two of which had two mentions.The titles are (with the twice-mentionedones first and the rest in alphabeticalorder by author):

Hatch andFarhady: Research Design and

Statistics for AppliedLinguistics.

Isaac andMichael: Handbook on Research

and Evaluation.Aiken: Readings in Psycho-

logical and EducationalTesting.

Bailey: Methods ofSocial Research.

Borg andGall: Educational Research.

Campbelland Stanley: Experimental and

Quasi-experimentalDesigns for Research.

Cook andReichardt: Qualitative and

Quantitative Methodsin Evaluation Research.

Dunkin andBiddle: Research on Teaching.Gay: Educational Research.Hatch: Second Language

Acquisition.Hersen andBarlow: Single Case Experi-

mental Designs.Larsen-Freeman: Discourse Analysis in

Second LanguageAcquisition Research.

Oppenheim:Questionnaire Designand Attitude Measure-ment.


:3

TESOL TRAVELSTO TORONTO

by Ian GertsbainGeorge Brown College

In Huron, an Iroquoian language, Toron-to means a phice of meeting. For an ex-pected 4,000 TESOLers, 1 oronto will onceagain take on the same meaning fromMarch 15 to 20 during the seventeenthannual TESOL Convention.

TESOL '83 participants should be pre-pared for certain other linguistic phenom-ena in addition to the Amerindian place-names. When pronounced by residents,Toronto becomes two syllables: ['trano].Natives of the city call themselves Toron-tonians with a similar reduction in numberof syllables. Also, Canadian English has auniversal question tag which is eh? [e].Expect to hear such things as: "Toronto's agreat city, eh?"

Toronto's greatness, in size as well asquality, is largely due to its immigrants.Toronto, Canada's most populous city, isthe place in which most immigrants toCanada choose to settle. Besides beinghome to the largest Italian communityoutside of Italy, Toronto has well-estab-lished Chinese, Greek, Portuguese, Eastand West Indian, Vietnamese and Polishcommunities among others. People inter-ested in first language maintenance, inter-langu age, fossilization and eating well areencouraged to explore these communities,some of which are within walking distanceof the convention hotels. The restaurantsection of the City Guide prepared bymembers of the local committee shouldprove to be a useful resource in doingresearch of this kind.

If walking does not appeal to you butculinary research does, you will be happyto learn that Toronto's public transportationsystem (known as the T.T.C.) is remarkablysafe and efficient. Each registrant willreceive a Ride Guide which shows all thebus, streetcar and subway routes in thecity. (Taxis, as in other large North Ameri-can cities, are fairly expensive.) Also, for

4

'SOLNo one ever said that organizing a 'WY'TESOL Convention is an easy task I ;Time expressions were caught at a

o-day planning mef to% Toron riTESOLto on November 19- 20,1982.,

ATOR0144110

those TESOLers who are interested indoing "state of the art" research ratherthan striking out on their own, the localcommittee has arranged for escorted din-ners to some of Toronto's many restaurants.There will be a desk in the registrationarea at the Sheraton Centre where gastro-nomical needs, real and perceived, will beassessed and dealt with.

In an attempt to meet participants' needsother than those mentioned above, thelocal committee has arranged for otheractivities. Since St. Patrick's Day falls dur-ing TESOL '83, it was felt that an appro-priate marking of the occasion was neces-sary. A limited number of tickets for theJames Galway concert at Toronto's newRoy Thomson Hall (two blocks from theSheraton) have been purchased. If youwish to attend on March 17, you will beable to purchase tickets in the registrationarea when you arrive at the convention.After the concert, or instead of the concert,you may want to consult the section of theCity Guide which deals with bars. (Yes,there are places in Toronto which servegreen beer on St. Patrick's Day.)

Besides something green for St. Patrick'sDay, convention-goers should keep otherclothing needs in mind when packing.Bring a really spiffy outfit with you for thebanquet on Friday, March 18. If you planto go skating at City Hall (just across thestreet from the Sheraton Centre), you willneed warm clothing. And, if you are goingon one of the ski trips, you will needappropriate clothes. Both the Westin andand the Sheraton Centre have swimmingpools which registered guests can use.

However, if you do forget to pack some-thing, you will have a good excuse to goshopping in Toronto. If you have only afew minutes "ween sessions, step acrossthe street into the Eaton Centre where youwill find everything you might need orwant. When you have a little snore time,take a short subway ride north to Yorkvillew!'ere you will be able to browse in hun-dreds of boutiques. For a particularly Ca-nadian souvenir, you may want to considerthe purchase of an Eskimo sculpture. Get-ting back to eating, TESOLers should

5

ACh

rM

Photos by Aaron Berman

know that English china is very reasonablypriced in Canada and that most stores willarrange for articles to be shipped to theU.S. thereby avoiding certain taxes.

Those TESOLers arriving by air (havingperhaps sampled some Canadian rye dur-ing the flight) might require the followinginformation. There is regular bus servicefrom the airport to the Sheraton Centre.At the time of writing, the fare is $5.50(Canadian). Taxis cost about $20 from theairport to the city. Also, please refer to thesection on s?ntry regulations in the regis-tration information before you leave home.You will need some form of identificationif you are not a resident of Canada.

TESOLers from the U.S. and abroadwill be able to change foreign funds intoCanadian currency at banks and at thehotels. Travelers cheques in U.S. and Ca-nadian currency are honored everywhere.Most stores and restaurants accept U.S.currency but the exchange rate may not beas favourable as that received at banks.There are kiosks at the airport at whichforeign currency can be changed into Ca-nadian funds upon arrival. However, thelocal committee suggests that, if possible,participants arrive in Toronto with suf-ficient Canadian currency to cover thecosts of transportation to the conventionhotels and other incidental expenses.

The 1,200 members of the TESL As-sociation of Ontario are looking forwardto your arrival and send the followingmessage: "See you in Toronto, eh?"

TN 2/83

CONVENTION TO BE GOVERNEDBY NEW RULES AND REGULATIONS

The TESOL '83 Convention in Toronto,March 15-20, will be the first convention tooperate according to the TESOL reorganiza-tional changes in the TESOL Constitution andBylaws, (revised, May 4, 1982, Honolulu). Thefollowing is a thumbnail sketch of the officialbusiness meetings to be held at TESOL '83 withannotations of business to be conducted, whereappropriate.

INTEREST SECTIONBUSINESS MEETINGS

(formerly SIGS)March 16 (Wednesday) 5:00.6:30 p.m.

Business: (1) At this meeting each Interest Sec-tion will elect its representative(s) to the SectionCouncil for the next year (for TESOL '84).Before the annual meeting of each InterestSection, the Executive Director will certify thenumber of current members in each Section todetermine whether the Section is entitled toone, two, or three representatives on the SectionCouncil. (See paragraph one below under SEC-TION COUNCIL.)(2) At this meeting each Interest Section willelect an Associate Chair who shall be the caair-elect (i.e., shall accede to the Chair in thesecond year). The Chair of each Section servesas a member of the TESOL Program Committeefor the convention. The Associate Chair of eachSection shall, in cooperation with the SecondVice President of TESOL, be responsible forpreparing the Section's segment within thegeneral convention program.

(3) Each section will conduct business appro-priate to its professional concerns.

STANDING COMMITTEESOPEN MEETINGS

March 17 (Thursday) 6:00-7:00 p.m.

SECTION COUNCILMarch 17 (Thursday) 2:00-4:00 p.m.

Members: Each Interest Section elected its rep -resentative(s) to this council during its businessmeeting at TESOL '82 in Honolulu. (Sectionswith fewer than 200 members are entitled toone representative; sections with between 200and 500 members are entitled to two represen-tatives; sections with more than 500 membersare entitled to three representatives.)

Business: (1) At this meeting this council mustelect a slate of three persons to run for one ofthe three Executive Board positions on theJanuary 1984 mail ballot. The other two slatesof three each will be prepared by the AffiliateCouncil and the Nominating Committee. (Thethree slates will be listed separately on the mailballot and only one person from each slate canbe selected by the voting member.)

(2) At this meeting this council must elect a slateof five persons for the Nominating Committeeelection. At the subsequent Legislative Assembly(Friday, March 18) two persons will be electedto the Nominating Committee from this slateand two will be elected from a second slate offive presented by the Affiliate Council. (At itsMonday, March 14 meeting, the Executive Boardwill elect a Chair for the new nominating Com-mittee from the membership of the retiringNominating Committee.)

TN 2/83

by Joan MorleyChair, Standing Committee on Rules and

Resolutions

(3) This council will conduct business appro-priate to the various professional concerns ofthe TESOL membership as reflected in theestablished Interest Sections.

Governance: This meeting will be chaired bythe Past TESOL Second Vice President assistedby one of the two At-Large Executive Boardmembers elected in January, 1983, by mailballot. This will comprise an Ad Hoc Coor-dinating Committee for this year. (With theelection each year of a ..ection representative tothe Executive Board for a three-year term,eventually there will be three section represen-tatives on the Executive Board. These three willcomprise the Coordinating Committee of theSection Council and each will accede to As-sociate Chair in the second year and to Chair inthe third year.)

AFFILIATE COUNCILMarch 17 (Thursday) 5:00-7:00 p.m.

Members: Sometime before the TESOL '83Convention, the members of each affiliate mustselect/elect a member to represent them at thismeeting. The name of the affiliate's represen-tative to this council must be sent to the Ex-ecutive Director no later than 30 days beforethis meeting (i.e., by February 17, 1983 as statedon page 3 of the December 1982 issue of TN.

Business. (1) At this meeting this council mustelect a slate of three persons to run for one ofthe three Executive Board positions on theJanuary 1984 mail ballot. The other two slatesof three each will be prepared by the SectionCouncil and the Nominating Committee. (Thethree slates will be listed separately on the mailballot and only one person from each slate canbe selected by the voting member.)

(2) At this meeting this council must elect a slateof five persons for the Nominating Committeeelection. At the subsequent Legislative Assembly(Friday, March 18) two persons will be electedto the Nominating Committee from this slateand two will be elected from a second slate offive presented by the Section Council. (At itsMonday, March 14 meeting, the Executive Boardwill elect a Chair for the new NominatingCommittee from the membership of the retiringNominating Committee.)

(3) This council will conduct business appro-priate to the coordination and representation ofthe regional interests and geographical distribution of the TESOL membership, as reflectedin the established Affiliates.

Governance: This meeting will be chaired bythe TESOL First Vice President assisted by orieof the two At-Large Executive Board memberselected in January, 1983, by mail ballot. Thiswill comprise an Ad Hoc Coordinating Com-mittee for this year. (With the election eachyear of an affiliate representative to the Ex-ecutive Board for a three-year term, eventuallythere will be three affiliate representatives onthe Executive Board. These three will comprisethe Coordinating Committee of the AffiliateCouncil and each will accede to Associate Chairin the second year and to Chair in the thirdyear.) ;

6

LEGISLATIVE ASSEMBLYMarch 18 (Friday) 5:45-7:00 p.m.

Members: Any paid-up member of TESOLattending the Annual Meeting is eligible toattend the Legislative Assembly and to par-ticipate in any voting procedures. Members ofthe affiliates who are not members of TESOLshall be entitled to attend the Assembly meet-ings but without the right to vote.

Business: (1) At this meeting the Assembly mustelect four persons to serve on the NominatingCommittee for the coming year. Two shall beelected from the slate of five persons presentedby the Interest Section Council and two shall beelected from the slate of five persons presentedby the Affiliate Council. (The Chair of theNominating Committee is elected by the Ex-ecutive Board from the members of the retiringcommittee.)

(2) This Assembly will conduct business ap-propriate to the needs and concerns of theorganization.

(3) Content and courtesy resolutions will bebrought before the Assembly by the Chair ofthe Standing Committee on Rules and Reso-lutions. (See "Notes on Resolutions" on page 3of the December 1982 issue of TN.

t,t4ToTESOLz Convention Briefs

Continued from page 2

IMMERSION EDUCATION RESEARCHCOLLOQUIUM AT CONVENTION

Tfis six-hour colloquium will address researchissues and findings pertaining to the immersionmodel of bilingual education. Presenters willreport on research in the following areas: theo-retical issues of the model, students' scholasticachievement, second language loss, attitudinalconsequences, age factor in early and late im-mersion, and use of the model with minoritylanguage students. Following each presentation,there will be a reaction period in which a panelwill have the opportunity to ask questions andmake comments. Audience participation willalso be encouraged at this time. The colloquiumis tentatively set for Friday and Saturday, March18 and 19, from 2-5 p.m. For further informationcheck the convention program in Toronto orwrite: Ann Snow, Applied Linguistics Program,3304 Rolfe Hall, UCLA, Los Angeles, California,90024.

TEACHING ENGLISH ABROAD (TEA)

TEA's academic session, "Selection and Adap-tion of Materials for Teaching EFL Abroad,"will feature. panelists June E. Kane, MontereyPeninsula College, Ian H. Munro, Departmentof English, William Jewell College; Ann L. Sen,Middle Zast Technical University; and S. N.Sridhar, Program in Linguistics, SUNY StonyBrook. They will present short papers dealingwith choice and use of teaching materials over-seas.

At the TEA Publishers' Rap Session there willbe a presentation on the marketing and distri-bution of American ESL materials abroad, howthe market deals with problems of foreignexchange, copyright, and other concerns ofpublishing outside the United States. See theconvention program for further details, watchthe Convention Daily for special announcements,or consult TEA Associate Chair, Erik Christy orChair, Betty Taska.


5

THE ESLEMPLOYMENTSURVEY: AREPORT

by Carol J. Kreidler and Phillip EdmondsonGeorgetown University

The follow ing is only a partial report: more information willhe published. possibly in a later issue of the TESOL Newsletter.We have benefited greatly from the assistance given us by JohnIlermansen, Director, Language Processing Center, Georgetou nUM% ersity.

In December 1981 the first survey form foremployment conditions appeared in the TESOLNewsletter. By distributing the form this way,we felt all members of TESOL would have theopportunity to report their situation withoutfear of reprisal. Additionally, we urged TESOLmembers to copy the form for their colleagues.Affiliate presidents and those who had attendedmeetings on employment issues were requestedto publicize the form. We hoped for a goodresponse from the membership because wewanted to be able to make valid, reliable state-ments about norms and standards. However,the response was low, and we are forced simplyto report the data we have received and let themembership do the interpretation. We feel,nevertheless, that since this was a first attemptto determine the employment situation, wemust report the data and then urge every TESOLmember to complete the form when and if itnext appears.

10% OF MEMBERS RESPONDThere were 691 respondents, 10% of the 7137

regular, student and joint members as of June 1,1981. Thirteen percent of the members who listtheir levels of work as college or universityresponded to the questionnaire; 6% of those inelementary and secondary schools and 6% ofthose in adult education also responded. Returnscame from colleges and universities (52% of therespondents), adult education (16%), publicschools (13%) and business or private schools(8%). Respondents from 46 states are included inthe data.

From the 691 respondents, we deleted threecategories to facilitate reporting salary informa-tion: directors, co-ordinators and more than onetitle respondents (94); foreign teachers (69); andeight who misread the question on pay. Wethen have a total of 520 on whom we can report.

The salary data included in each sectionreport on ESL instructional staff only. Directorsand co-ordinators have been excluded in orderto focus on the full-time and part-time teachersin the field. Hours in class (HNC) and hoursoutside of class (HWO) are means. These figureswere combined to der;ve an hourly rate whichcould be used as a basis of comparison for thevarious full and part-time categories. The fol-lowing chart explains pay period designationsused in the calculations.

Pay Period WeeksWeek 1

Quarter 10

Semester 14Academic YearCalendar Year

2852

COLLEGES AND UNIVERSITIES

By far the largest group to respond to thequestionnaire were those in colleges and uni-versities. They comprise 52% of the total. In away this reflects the TESOL membership-308

6. ,

',Tilt STANDARD BEARER

of the total membership works on the collegeand university level; but this is also where wehave traditionally heard of the problems ofpart-timers with no benefits working full-timehours"slave labor."

In the colleges and universities category (279respondents), there are almost 2.5 times asmany females as males (73% to 25%) with anaverage age of 34. She has a full time appoint-ment (52%a figure backed up by data reportedby administrators who filled out the TESOL"core" questionnaire). In rank, she is either alecturer (19%) or au instructor (408); 9% areassistant professors, 4% associate professors and4% professors. (Five percent listed their titles asdirector of coordinator. Ten percent had othertitles and 108 had more than one title.)

She has been in her present position for 24months (50%); 25% have held their jobs for less

Edited b v Carol J. Kr 'lerGeorgetown Unto( rity

than a year; 7% for more than eight years. Shehas been in the ESOL field for 6.5 years. Shehas an M.A. degree (73% have an M.A., 12% aB.A., and 15% a Ph.D.).

She has a written agreement (88% have acontract or letter of appointment; 64% have theterm specified, 32% being for the academic yearand 30% for a semester). However, her teachingresponsibilities are not specified, nor are hernon-teaching responsibilities, benefits, termsunder which the contract can be broken byemployer or employee, or guidelines for reap-pointment. Sixty-five percent do have theirsalary specified.

She probably does not know if her employeris required to state grounds for dismissal or non-renewal of contract because almost half do notknow this. She does not have a policy manual

Continued on next page

SUMMARY CHART OF MEANS

(EXCLUDING DIRECTORS, COORDINATORS AND THOSE GIVINGMORE THAN ONE JOB TITLE)

Colleges and AdultUniversities Education

Public Private andSchools Business

GENERALRespondentsAgeBasis of job: full-time

part-timeLength of time in jobLength of time in ESOLHighest degree:

Bachelor'sMaster'sDoctoral

Union representation: yesno

CONTRACTSHas a written contractContract includes termsContract includes salary

" teaching responsibilitiesNon-teaching responsibilitiesBenefitsEmployer break contractEmployee break contractHas policy manualWritten job description

TENURE AND PROMOTIONAvailableNow in tenured positionPromotion: at full rank

ineligibleeligible

GRIEVANCE PROCEDURESFor dismissalFor non-renewal

BENEFITSHealth insuranceSocial securityLife insuranceRetirementPaid sick leaveTuition benefits

7

27934

52%

47%

24 mos.6.5 years

8435

30%

70%

24 mos.4 years

7136.577%

23%

30 mos.5 years

303068%

32%

12 mos.4 years

12% 32% 23% 43%

73% 65% 70% 47%

15% 2% 3%

15% 37% 76% 3%

85% 63% `zeti 96%

87% 69% 91% 21%

64% 38% 76%

65% 45% 85%

24% 18% 51%

9% 4% 34%

17% 19% 73%

17% 15% 48%

6% 11% 41%

37% 35% 55% 30%

30% 35% 48% 23%

15% 14% 68%

9% 11% 45%

22% 45% 53% 27%

49% 30% 28% 27%

29% 25% 19% 46%

30% 32% 83% 10%

23% 18% 52% 7%

75% 60% 92% 70%

64% 45% 56% 77%

60% 30% 76% 30S65% 51% 88% 17%

59% 60% 89% 60%

54% 24% 23% 17%

TN 2/83

(37% do) or a written job description (30% do).Eighty percent do not know how many weeksnotice they will receive if they are terminatedand 63% don't know if such notice must bewritten.

Tenure is not available to her (it is availableto only 15%). Nine percent have tenure now andhave had it for an average of seven years. She isprobably not eligible for promotion (31% are,but 22% are at full rank now, while 49% said theywere ineligible). She is not informed of progresstoward promotion (14% are).

In the way of benefits, she has health insurance(75%), social security (63%), life insurance (60%),retirement (65%), paid sick leave (57%) andtuition benefits (54%).

Tables 1A and 1B include salary informationfor universities and community colleges exclud-ing directors. The salary figures for both full-time and part-time university ESL instructorsshow that both groups earn, on the average, lessthan $20,000 per year. As indicated in Table 1A,full-time instructors paid on a calendar yearbasis earn the most, on the average $18,310 peryear. Following closely behind are full-timeinstructors paid on an academic year basis. Thisgroup earns on the average $17,767.

The majority of part-time instructors are paidby the hour rather than by the academic orcalendar year. The average hourly rate reportedwas $18.45. While this figure may seem high, itmust be remembered that part-time instructorsare usually paid according to the number of

hours they are in class. Since all categories ofpart-time instructors report that they spendmore hours outside the classroom doing job-related work than in the classroom teaching, theactual rate must he reduced accordingly.

Concerning the number of hours per weekspent in the classroom, a difference can benoted between part-time and full-time instruc-tors. All categories of part-time instructors re-ported teaching less than 12 hours per weekwhile all categories of fh:1-iime instructors re-ported teaching more than 13 hours per week.This hourly difference between the two groups,however, is not great enough to account for thelarge gap that exists between their salaries: theoverwhelming majority of part-time respondentsreported teaching slightly fewer hours for sig-nificantly less pay.

ADULT EDUCATIONThe respondents in adult education (84 in

number) are 80% female. She is almost 35 yearsold, has been an ESL teacher for 4.5 years, andholds one job (73%) which she has had for twoyears. The job is part-time (70%). She has amaster's degree (65%) as her highest degree.Thirty-seven percent of those working in adulteducation report being represented by a union.

She does have a written agreement (69% do,but 28% report having none). More than half ofthe respondents did not answer the questionwhich asked whether teaching responsibilitiesand employee benefits were specified in the

SALARY DATA FOR FACULTY INU.S. UNIVERSITIES AND COMMUNITY COLLEGES

(EXCLUDING DIRECTORS, COORDINATORS)FULL-TIME

PayPeriod N Mean

Table 1A

Median St. Dev. RangeS

HWC N N lin/nate

Calendar 47 18,310.90 17,000.00 5864.52 11,000.39.188 14.73 44 23.36 36 11.44 34

Academic 63 17,767 20 16,875.00 5598.91 10,548-35,971 12.42 W 21.96 55 20.29 54

Semester 5 3,980.00 3,000.00 2381.57 1,500.6,500 17.33 5 17.25 4 9.08

Quarter 2 4,717.00 4,717.00 - 4,400..5,034 13 33 3 14.0 2 17.98 1

Month 2 1,612.50 1,612.50 - 1,227-1,998 16.00 2 38.0 1 9.99 1

Flour 2 11.40 10.00 - 5.20 23.80 5 21.50 2 -KEY:

N -St. Dev. -HNC -H WO -HR/Rate-

Number of RespondentsStandard DeviationHours in ClassHours out of ClassHourly Rate calculated by: (HWC + HWO) x (WKS) Mean Salary

SALARY DATA FOR FACULTY INU.S. UNIVERSITIES AND COMMUNITY COLLEGES

(EXCLUDING DIRECTORS, COORDINATORS)PART-TIME

PavPeriod N Mean

Table 1B

Median St. Dev. Range$

HWC N IMO N HR/Rate N

Academic 12 7,079.75 5,800.00 4,835.80 1,000.16,157 11.27 11 16.10 10 9.09 9

Semester 24 1,991.58 1,650.00 1.28557 500.4,875 8.21 24 10.31 16 941 16

Quarter 14 2,163.14 1,918.00 1,271.65 630-4,883 10.50' 14 13 58 12 10 40 12

Hourly P2 18.45 19.00 6 37 5-38 10.95 81 13.89 53 -

written agreement. She does not have guidelinesfor reappointment (only 6% do), and she has anaverage of only four weeks notice of reappoint-ment. She has no policy manual (60%) or writtenjob description (65%). There is no tenure avail-able to her (61%). She does not how of grievanceprocedures for dismissal or non-renewal of con-tract.

As for benefits, she does have health insurance(60%), a retirement plan (51%), and sick leave(60%). She does not have social security (45%),life insurance (30%), paid annual leave (26%), ortt,ition waivers (24%). She is not reimbursed forexpenses to attend conferences (30%) nor givensupport for other professional improvement(14%).

Continued on page 9

BOARD UPHOLDSSTANDARDS FORFAIR EMPLOYMENT

On October 17, 1982, the Executive Board ofTESOL accepted with thanks the progress reporton the employment survey submitted by theTESOL Standing Committee on ProfessionalStandards (PSC). At that time the ExecutiveBoard reaffirmed its commitment to publicizeinformation regarding employment conditionsin the field of TESOL to teachers and otherinterested parties or groups. The Board went onrecord as acknowledging that unfair or sub-standard working conditions, such as thosepointed out in the survey, do exist, and asresolving to do everything in its power to dis-seminate this information and to raise the con-sciousness of the general -,ublic to this fact. TheBoard further reaffirmed its commitment to useevery resource at its disposal to work for im-provement in working conditions for all TESOLprofessionals. The purpose of the Board inreaffirming its commitment was to encouragethose members of our profession who are mostdirectly afflicted by these difficulties to continuetheir efforts, in the knowledge that the ExecutiveBoard and indeed the entire profession is exert-ing meaningful energy and is prepared to al-locate resources toward the alleviation of in-equities and the improvement of employmentconditions at the earliest possible moment.

Finally, the Board promised to lend its totalsupport and exert all its influence in insistingupon adherence to fair employment practicesin any of its future public statements or ac-tivities. The Board expressed its gratitude to theCommittee for its important work, especially inthat it had performed the invaluable service ofeducating the Board and further raising itsconsciousness regarding abhorent working con-ditions in the field. It further instructed theExecutive Director in his capacity as Secretary-Treasurer of the organization to place the highestpossible priority upon implementation of therecommendations of the Professional StandardsCommittee and any of its future activities.

James E. Alatis. Executive Director (or the TESOL ExecutiveBoard

JALT ANNOUNCES NEW EDITOR

Virginia LoCastro was named editor of theJALT Newsletter in December 1982. Announce-ments and articles to the JALT Newsletter mayhe addressed to: Virginia LoCastro, Editor,JALT Newsletter, 3-40-25 Ogikubo, Suginami-ku, 167 Tokyo, japan. Good luck, Virginia!

7

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SURVEYContinued from page 7

Unfortunately the number of responses foradult education is lower than for higher educa-tion. Salary, data from Table 2A indicate thatfull-timers paid on the academic period have amean salary of $20,078.80 for 21 hours per weekin the classroom and 14 hours of related workoutside class. Table 2B indicates that part-timers in adult education appear to be paid lessthan the university part-timers (Table 1B). Themean hourly rate is $13.29, five dollars less thanthe university rate. The number of hours perweek in class is approximately two more.

PUBLIC SCHOOLS

In terms of employment conditions, publicschool teachers seem to rank higher. Generallyspeaking, they have benefits and grievanceprocedures, but they teach more hours perweek. The statements given here are basedon 71 respondents.

Overwhelmingly female (90%), the publicschool respondents indicate they hold one full -time job (77%). The average teacher is 36.5 yearsold, has been in this job for 2.5 years (an ESLteacher for almost five years), and holds amaster's degree (70%). While 93 are certified,18% hold certification in ESL and 18% in bilingualeducation.

She is represented by a union (76% are). Shehas a written agreement of employment (91%)with the length of contract specified (50% asacademic year and 14% as zalendur year), withteaching responsibilities specified (50%) withbenefits (73%) and salary (85%) stated. She has18 weeks notice of reappointment and heremployer must state grounds for dismissal (75%)and grounds for non-reappointment (56%). Shehas grievance procedures for both. She has apolicy manual (55%), but may not have a writtenjob description (only 48% do). She has tenureavailable to her (68%) and 45% of the teacherswho have tenure have had it for 5.5 years. Fifty-three percent are at full rank now.

Her benefits include: health insurance (92%);social security (56%); life insurance (76%); retire-

PayPeriod N Mean

SALARY DATA FOR FACULTY INADULT EDUCATION (EXCLUDING DIRECTORS, COORDINATORS)

FULL-TIME

Pay $Period N Mean

$Median St. Dev.

Table 2A

RangeS

!MC N MVO N 11R/Rate N

Calendar 7 18,387.30 14,000.00 5,732.01 11,200. 27,000 16.17 6 21.86 7 9.64 6

Academic 7 20,078.60 19,650.00 5,994.85 12,500.28,000 21.00 3 14.00 3 20 03

Hour 8 11.63 12.50 4.17 6.17 23.38 8 8.86 7 11.00 7

SALARY DATA FOR FACULTY INADULT EDUCATION (EXCLUDING DIRECTORS, COORLANATORS)

PART-TIME

Pay $Period N Mean

$Median St. Dev.

Table 2B

$Range !MC N IIWO N HR /Rate N

Academic 2 6,300.00 6,300.00 3,818.38 3,600.9,000 10.50 1 4.00 1 16.07 1

Quarter 4 2,700.00 2,725.00 1,663.83 650-4,700 15.00 3 15.00 3 9.03

Hour 49 13.29 13.00 4.63 4.29 13.20 49 11.43 28 12.56 27

ment plan (85%); paid sick leave (89%). Thirtypercent have paid annual leave; 14% travel bene-fits; and 23% tuition benefits. Sixty-one percentreported no compensation for professional im-provement courses; attendance at conferenceswas also not supported (25% had travel costscovered).

The figures seem to indicate higher salariesfor full-time teachers in U.S. public schoolsthan the two other groups presented. Table 3Aindicates those paid on either the calendar oracademic year receive approximately $2,000more than their counterparts in higher education.The figures also suggest that the public schoolteacher spends nearly twice the number ofhours a week in' tho classroom. Furthermore,the public school year is several weeks longerthan that of the university.

SALARY DATA FOR FACULTY INU.S. PUBLIC SCHOOLS

FULL-TIME: ALL RESPONDENTS

$Median St. Dev.

Table 3A

Range$

HWC N !IWO N HR /Rate N

Calendar 18 20,475.40 19.000.00 5.302.13 14,500.30.000 27.00 17 14 78 9 13 87 8

Academic 28 19,677.90 18,950.00 4,759.92 12,500-32,085 24.73 28 19.2 15 28.66 12

SALARY DATA FOR FACULTY INU.S. PUBLIC SCHOOLS

PART-TIME: ALL RESPONDENTS

Pay $ $Period N Mean Median St. Dev.

Table 3B

$Range

$HWC N IIWO N HR /Rate N

Calendar 2 10,650.00 10,frii.00 7,000-14,300 21.00 2 5 2 7.66

Academic 5 10,573.40 10,000.00 882.676 9,995-12,000 17.00 5 14.67 3 12 93

Hourly 7 12.00 11.00 5.1316 6-20 14.86 7 7.5 2 12.00

TN 2/83 10

SECRETARY BELLContinued from page 1

speak with you about our thoughts regarding afederal policy of bilingual education. Manyschool districts can operate bilingual educationprograms effectively while others find a varietyof other program designs more suitable. Itseems to us that a federal policy should requireproficiency in languages for all students andshould support and guide that requirement inmany kinds of educational settings under avariety of administrative arrangements. Somestudents will learn English in bilingual educationprograms, some in other kinds of programs.And English speaking students should be learn-ing other languages with federal guidance andsupport, some in the trar'4.ional classes andsome in bilingual education programs.

It seemed that our discussion was both prof-itable and encouraging. We were grateful forthe opportunity to express our support for alllanguage learning and teaching. Let me assureyou that TESOL stands ready to serve in pro-gram design, in research in proficiency measure-ment, language acquisition, classroom methodsand materials design; and we would certainlybe interested in assisting in the preparation ofthe "primer" you spoke of as needed by manywho serve in decision-making positions butunderstand few of the needs of the learner ofEnglish. We look forward to being called upon

Sincerely,Darlene LarsonPresident of TESOL

WERE YOU AT TESOL '81 ONMARCH 4th?

If any TESOL Newsletter readers whoattended the 1981 TESOL Conference inDetroit tape recorded the openi,tg sessionstatement by James Alatis on Wednesday,March 4th, the TESOL Central Officewould appreciate knowing about the tape.Please write to: Carol LeClair, TESOL,202 D.C. Transit Building, GeorgetownUniversity, Washington, D.C. 20057, ortelephone: (202) 625-4569.

9

HE SURVEYContinued from page 1

benefits large numbers of Third Worldstudents, the benefit is in fact unevenlydistributed, "Some of the poorer countrieswhich could benefit most are, in fact,benefiting least," he said.

Sonic 27 Third World countries (13OPEC members, 9 regional economicpowers and 5 populous Asian nations)account for approximately 190,000 stu-dents. The remaining 127 nations in theThird World send just 75,000 students, anaverage of well below 1,000 students percountry. Nigeria sends almost half thestudents from the 56 African states, whichinclude some of the poorest in the world.Mexico sends half of all students fromCentral America, while Venezuela accountsfor nearly halt of all South Americans.Taiwan provides more students than allSouth Asia, which includes the vast popu-lations of India, Pakistan and Bangladesh.

The Open Doors survey reports thatonly 15 percent of foreign students indi-cated that U.S. sources were their primaryfinancial support in 1982. As recently asthe 1977 academic year, U.S. sources werethe primary source of support. Only 2percent cited the U.S. Government as pro-vider of their major funding.

Engineering has attracted the largestnumber of foreign students (23 percent in1982) since the surveys began over a quar-ter-century ago, Business and management,mathematics and computer sciences haveincreased their share of the total relative tothe natural and social scien,ses and humani-ties, demonstrating the vocational orienta-tion of foreign students.

In 1982 there were 106,000 foreign grad-uate students. U.S. graduate education isparticularly important to Third World na-t!ans concerned with the training of skilledprofessionals. The concentration of foreigngraduate students in technological fields isespecially notable. According to the Na-tional Research Council, foreign studentsreceived 50 percent of all doctorates inengineering, 32 percent in mathematics, 26percent in computer sciences, and 22 per-cent in physical sciences in 1981.

Foreign students are widely dispersedamong tie 2,454 colleges and universitieswhich reported their presence in 1982, yetthey tend to cluster in largest numbers atrelatively few institutions. Seventy-four col-leges and universities reported over 1,000international students. This small group ofschools enrolled over one-third of the total.Most schools with large enrollments weremajor universities, although the single larg-est foreign student enrollment was at Mi-ami-Dade Community College. (Commu-nity colleges' share of the total has increasedto approximately onesixth in the past dec-ade.)

Over the past quarter-century, theNortheast and Midwebz have declined asthe regions with the most foreign students,

10

while the Sunbelt states have steadily in-creased. New York, which led the nationwhen the surveys began in 1955, has beensuperseded by California, which now en-rolls onesixth of all foreign stun .nts. Overthe same period, Texas has risen fromseventh to third in terms of size. Florida isfourth. It was not in the top ten 25 yearsago. One-third of all foreign student: areenrolled in the postsecondary institutionsof California (51,520), New York (28,222)and Texas (24,397) alone. The top teninstitutions in terms of foreign studentenrollment were Miami-Dade, U.S.C., Co-lumbia, Wisconsin at Madison, Boston Uni-

versity, Texas at Austin, Texas Southern,Southern Michigan, U.C.L.A. and North-eastern.

The HE census of foreign students isguided by the Interassociational Commit-tee on Data Collectioncomposed of rep-resentatives of the Institute, the AmericanAssociation of Collegiate Registrars andAdmissions Officers and the National As-sociation for Foreign Student Affairswithfinancial support from the U.S. InformationAgency.

Copies of Open Doors 1981/1982 areavailable from the Office of Communi-cations, 11E, 809 U.N. Plaza, New York,N.Y. 10017 for $22.95 postpaid.

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INTERPMTIONAL EXCHANGE .

INTERNATIONAL CONCERNS

In the October 1982 issue of TESOL News-letter my open letter exploring some questionsand ideas relating to the international role ofTESOL was publiched.

I was very happy that first Jahn Haskell andthen Alice Osman (past and present Neu:stenoeditors) showed great enthusiasm for an Inter-national column." Their positive response meansthat space is s.nd will he available for inter-national news, views and discussion of issues.Of course, utiliza:ion of that space remains theresponsibility of international members.

Commitment to a developing internationalawareness has gone further than that, however.Jean Handscombe, Program Chair for TESOL'83, has encouraged and made pos4ble a "RapSession" at TESOL '83 for international affiliatesand individuC members from outside NorthAmerica, at which Jo.lin Haskell and I will behosts. John Haskell, in his position as first vicepresident, is responsible for liaison with affiliatesand is very interested in expanding the role ofand service to the international arm" of TESOI..

The rap session will provide information onstarting a new affiliate, getting TESOL speakers,and other aspects of TESOL's work. It will alsoenable discussion of questions, suggestions, andproblems raised by international affiliates andmembers. There will be an agenda representingthe main areas of concern of international affili-ates and members, and therefore, I am askingyou to bring this session and its aims to theattention of your affiliate, and encourage adiscussion of items which ESOL professionalsin your area would like to have discussed.

I would like you to send your items for therap session agenda in advance. Please write tome, giving me as much iitformation as you canabout the topic(s) you would like to havediscussed, and also explaining ss bether you arewriting on behalf of an affiliate, as an affiliatemember bet raising a topic independently, or asan individual member. Your letter should arriveby March 1st. Please note my address below.

Please don't think that if you can't conic toTESOL '83 there's no point in your Writing" wewill make sure that a report of the sessionappears on the international page afterwards.

As a British teacher, I have always thought ofmyself as an international member of TESOL,even when I was teaching in the U.S.A. There Ienjoyed and valued my membership in mylocal affiliate, Illinois TESOL/BE. Imagine mypleasure, then, when I arrived in Scatland, tadiscover that I had come just in time for theinauguration of a new Affiliate, TESOL Scot-land. TESOL Scotland comprises two constitu-ent associatitms, SATEFL (Scottish Associationof Teas.ners of English as a Foreign Language)and SATESL (Scottish Association of Teachersof English as a Second Language), both ofwhich are active at the national level, and keento become more involved internationally.

I expect to get as much learning and pleasurefrom TESOL Scotland as I did from IllinoisTESOL/BE. This provision of both professionaland psychological support to its members seemsto me to be the major role of an affiliate.

I it IlattipLyonsertity of Edinburgh

Institute for Applied Language Studio21 1 lull MaceEdinburgh E118 PIM' Scotland

INTERNATIONAL fTANDARDPAL /SECAM /NTSC

TELEVISIONS AND VIDEO RECORDERS

Are you receiving foreign video tapes from other countries thatyou cannot play on your American system?

Are you producing NTSC video tapes to send to other countrieswhere they cannot be viewed on local systems?

The answer to this problem is multi-standard TV and Videoequipment, capable of playing on all three systems.

We have available, for immediate delivery, a full line of triplestandard televisions and video recorders including brands suchas SONY, SANYO, AKAI, JVC, HITACHI and others.

FOR INFORMATION, WRITE OR CALL:

CARTRIDGE KING825 West End Ave.New York, NY 10025(212) 749-0961

- TN 2/8a .12

TWENTY-FIRSTJACET CONFERENCE

The twenty-first Japan Association of Col-'age English Teachers (JACET) Conferencewas held October 29.31 at Doshisha 'Women'sCollege in Kyoto. More than 500 teachers at-tended the conference. The theme was "Seekingthe Origins of English Ed.-cation in its Diver-sity." Professor Yukinohu Oda, conference chairperson, opened the thrce-day meeting, and Pro-fessor Yoshio Ogawa, president of JACET. andProfessor Hisafi Okano, president of DoshishaWomen's College, gave welcoming speeches.

The keynote speech of the conference wasgiven by Dr. Henry C. Widdowson of theUniversity of London, Institute of Education.In his address, "Dynaniisin in Language Learn-ing," Dr. Widdowson began by emphasizingthat dynamism, that is, activity and energy, if itis to he valuable, should be directed towardeffective outcome in terms of language learning.This point, he said, is important and seemsobvious but is often overlooked. He went on totalk about the importance of context to languagelearning and about meaningful communicationin the classroom. He asserted that errors are anatural part of the language learning processand of the students' focus on the meaning ratherthan the system in real communication.

Kenji KitaoDoshisho University

S. Kathleen KitaoDoshisha Women's Collexe

SUMMER INSTITUTE IN PRCThe fourth summer institute on Chinese lan-

guage will be held from June 13 through August19 at Nankai University in Tianjin, People'sRepublic of China. An optional 11day tour willhe conducted at the end of the institute program.Application deadhe is February 28. Programcosts: Institute costs, $1944; Post-institute tour,S325; 'plus airfare. Applications are availablefrom: China Center, Isliimesota-Nankai Institute,University of Minnesota, 314 Social SciencesBuilding, Minneapolis, Minnesota 55455. Tel:(612) 376.2593.

RELC REGIONAL SEMINAR

The Southeast Asian Ministers of EducationOrganization (SEAMED) Regional LanguageCentre (RELC) will hold its 18th RegionalSeminar April 18-22 in Singapore. The theme ofthe seminar is New Trends in Language Syl-labus Design."

Further information about the seminar can beobtained from: Director, (Attention: ChairmanSeminar Planning Committee), SEAM) Re-gional Language Centre. RELC Building, 30Orange Grove Road, Singapore 1025. Republicof Singapore.

MODULAR M.A. PROGRAMS ATUNIVERSITY OF LANCASTER

The University of Lancaster. England is of-fering 'nodular M.A. Programs with a com-bination of courses to be completed in theDepartment of Linguistics and Modern EnglishLanguage, the Departnient of English Literature,and the Institute for English Language Educa-tion. Student applications for 1983 are beingaccepted now. For further details write to:Graduate Studies Secretary, Depart inent of Lin-guistics, University of Lancaster. Lancaster LAI4YT. England.

11

Practical textsin ESL fromLittle,Brown

For your writingcoursesNew!THINKING IN ENGLISH:A Transformational Approachto Syntactic Fluencyfor Students of ESLMartin C. Coates, Watterson CollegeDonald L. PedersonA brief, supplementary text/workbook, Thinkingin English is designed for ESL students in inter-mediate grammar and writing courses. By teachingstudents to create and manipulate compound andcomplex sentencesan area of frequent difficultyfor learners of Englishit helps them to improvetheir competency in written English. Focusit-'g on atransformational-generative view of language, thetext guides students through many different syn-tactic constructions, carefully graded from themost simple to complex cases. Numerous transfor-mationally based exercises on compound and com-plex sentences are provided, and an in-text answerkey allows individual practice and revision.Paper/286 pagesNow available for examination

ENGLISH ALIVE: Grammar,Function, and SettingGail Fingado and Mary Jerome, bothof Columbia UniversityThis introductory text for ESL beginners combinesthorough presentations of basic grammatical struc-tures with basic survival English. Half of the chap-ters target a particular grammatical structure andare introduced by interesting, adult-oriented dia-logues and reading passages. Remaining chaptersfocus on structure and usage in context, either infunctions such as extending invitations or insettings such as restaurants or doctors' offices. Theauthors also include a wide range of practical exer-cises and stimulating topics for in-classpresentations.Paper/344 pages/1982

THE ENGLISH CONNECTION:A Text for Speakers of Englishas a Second LanguageGail Fingado, Leslie Freeman,New York Institute of Technology,Mary Jerome and CatherineSummers, Columbia UniversityThe English Connection prepares intermediate-levelESL students to use the English language withgreater structural accuracy and fluency. A stimulat-ing alternative to ordinary ESL textbooks, this livelybook uses thought-provoking topics to explaingimmmatical structures and provides a wide rangeof exercises, examples, and illustrations.Paper/416 pages/1981

For your speakingcourses . . .STORY SQUARES: Fluency inEnglish as a Second LanguagePhillip Knowles and Ruth Sasaki,both of the Language Institute ofJapanEach self-contained story square provides aproblem-solving context that requires students tointegrate e variety of skillsin structure, pronun-ciation, and comprehension. Special grammar andpronunciation problems are incorporated into eachsquare, and all speaking activities are followed bywritten exercises.Paper/251 pages/1980/with Instructor's Manual

Also available:CHALLENGE: A First ReaderRobert Saitz and Francine StieglitzPaper/320 pages/1978

READINGS ON ENGLISH AS ASECOND LANGUAGE: For Teachersand Teacher 'Trainees, Second EditionKenneth CroftCloth/450 pages/1980

TEACHING ENGLISH AS A SECONDLANGUAGE: Techniques andProceduresChristiana Bratt Paulston andMary Newton BruderPaper/255 pages/1976

COILLERE DIIIVOISHLITTLE, ii2OWN AND COMPANY34 Beacon Street. Boston. Massachusetts 0210S

13 TN 2/83

- LETTERSTOEFL SCORES OFTEN INVALID

November 22,1982

To the Editor:Using a TOEFL score to indicate English

proficiency is extremely risky. The EducationalTesting Service (ETS) has perfected TOEFL tothe point that it probably provides a goodmeasure of a student's -ability to cope withcollege level classes which use English as themedium of instruction. However, the results ofthe test may be invalid due to improper orcompromised test administration procedures,both domestically and internationally. (TOEFLis offered under four different testirg programs:International, Special Centers, Institutional andOverseas Institutional.)

As educators, administrators, and admissionsofficials, we must be concerned about standardsof excellence in education. To admit a studenton the basis of a score which may have beenunfairly obtained denigrates our educationalsystem and makes a mockery of admissionsstandards. Unfortunately, ETS perpetuates suchsituations through its acute neglect of and dis-regard for the implementat;an of proper testadministration procedures.

On several occasions I have found it necessaryto contact ETS regarding matters of test security(score challenges). Let me cite a recent example.A newly-arrived student for our intensive Englishprogram submitted a TOEFL score of 557,which ETS confirmed by phone. However, the

student scored only 43 (of a possible 100) on ourplacement test, placing in the second level ofour four-level program.

According to a letter from Mr. Robert Parker,former director of test security at ETS, theTOEFL office provides phone verification ofscore reports which are under investigation,giving no indication at all that the score is beingreviewed, and will notify schools of the investi-gation results only if the candidate designatedthe school to receive an official score reportfrom ETS. Thus, an admissions official whoreceives an official report from the candidateand verifies the results with ETS by phone willassume the score to be valid and will neverreceive notification to the contrary.

ETS provides a potentially valuable serviceto an admissions office in that an uncompro-mised TOEFL score enables a committee tomake a reasonably accurate conclusion about astudent's English proficiency. Under the Insti-tutional Testing Program, ETS provides officialscore reports only ta the administering insti-tution. However, an Institutional TOEFL score,accompanied by a college or university official'sstatement that the results accurately indicatethe student's English ability, provides a morereliable estimate of proficiency than an officialTOEFL report from either the International orSpecial Center Programs.

Ralph LowranceSacred Heart CollegeBelmont, North Carolina 28012

4NsTESOLWt/ TEACHERS OF ENGLISH

TO SPEAKERS OF OTHER LANGUAGESAn international organization of professionals interested in

the teaching of English as a second language in monolingualand bilingual programs, English as a foreign language and standard English

as a second dialect, and in research into language acquisition,linguistic theory, sociology and language teaching pedagogy.

Invites you to participate in its

SEVENTEENTH ANNUAL CONVENTIONto be held at

The Sheraton Centre Toronto CanadaMARCH 15-20, 1983

Over the past 20 years, Toronto has attracted many thousands of immigrantsand the city has developed into an exciting, multi-ethnic, multi-lingual environ-ment where much interesting work in ESL is ongoing. Toronto also shares withthe rest of Canada a concern for the development of bilingualism and enjoys areputation as a major centre of research in this field in North America.

The program will include plenary sessions by internationally known speakers,papers and workshops by TESOL teachers and their colleagues in related dis-ciplines, educational visits, material exhibits and social events.

JEAN HANDSCOMBENorth York Board of Education

TorontoProgram Chair

RICHARD A. OREMNorthern Illinois University

DekaibAssociate Chair

Non TESOL members may obtain detailed information by writing to.TESOL

202 D.C. Transit Bldg., Georgetown University. Washington D.C. 20057. U.S.A.Telephone 202 625.4569

82SU1028HP

2/83 14

BRUDER REPLIES

December 1, 1932

To the Editor:There seems to be some idea floating around

that in pointing out that slow readers "followwith their fingers," (June '82) I somehow amignoring (or decrying) the use of this techniqueby good readers. That simply is not the case.

The readers I'm talking about are not usingthe finger to keep pace, but to keep place.Their recognition of letters and words is so poorthat they lose their place unless they mark itwith their finger. This strategy is not the oneused by good readers.

Mary Newton BruderGeneral LinguisticsUnkersity of Pittsburgh

r\ Convention BriefsContinued from page 4

VIDEO AT TESOL '83

If you have video material that is not beingcommercially demonstrated, show it at the videoexchange booth at TESOL/Toronto. This boothis co-sponsored by the TESOL LOCAL COM-MITTEE and Joe Hambrook. All material mustbe on 3/4" 13-made cassette. Further detailsfrom Joe Hambrook, BBC English by Television,Bush House, London, WC2 B4PH, England orSharon Bassman, North York Board of Educa-tion, 5050 Yonge Street, Willowdale, Ontario,M2N 5N8, Canada.

141 FILM FESTIVAL PREVIEW

Here is a preview of the continuously runmovies and slide/tape showing at the Conven-,ion Centre Theatre from Wednesday throughFriday, March 16-18, 10 a.m. to 5 p.m. CulturalBackground: Reflections: People of Ontario.Members of the Black, German, Greek andKorean communities look at their contributionsto life in Ontario. Immigrant Adjustment: Be-coming American. This film traces the difficulttransition to American life by the Hmong familywho had lived in a Tsai refugee camp for sixyears. Way of the Willow dramatically presentsthe resettlement in Montreal of the VietnameseTran family and focuses on Anh, the mother.Methodology: TIME, More Goes into it. Thismulti-media event produced by TIME, providesa close look at the creation of two of TIME'sbiggest features: the Man of the Year feature onLech Walesa and the Children of War article.

INVITATION TO SUBMITPROPOSALS FOR TESOLSUMMER INSTITUTES

The TESOL Executive Board is invitinginstitutions to submit proposals to conductSummer Institutes and Meetings on theircampuses. Applications should be sub-mitted 2-2ii years in advance. For infor-mation and Guidelines I or Summer Irma--tute Proposals, write to: James E. Alatis,Executive Director, TESOL, 202 D.C.Transit Building, Georgetown University,Washington, D.C. 20057.

13

UNIVERSITY OF PETROLEUM & MINERALSDHAHRAN, SAUDI ARABIA

ENGLISH LANGUAGE CENTERThe University of Petroleum & Minerals, Dhahran, Saudi Arabia invites applica-tions for TESL positions (native fluency) for the academic year 1983-84, starting1 September 1983.

QUALIFICATIONS: M. A. TESL/Applied Linguistics orM.A. in TEFL or TESL orPost-graduate diploma in TEFL or TESL orPost-graduate certificate in Education (TESL, TEFL)

EXPERIENCE: Minimum two years teaching experience in TEFL/TESLoverseas

DESCRIPTION Teaching English to post-secondary school studentsOF DUTIES: with elementary to intermediate proficiency at the Uni-

versity of Petroleum & Minerals.Minimum regular contract for two years, renewable. Competitive salaries andallowances. Air conditioned and furnished housing provided. Free air transpor-tation to and from Dhahran each year. Attractive educational assistance grantsfor school age dependent children. All earned income without Saudi taxes. Tenmonths duty each year with two months vacation with salary. There is alsopossibility of selection for the University's on-going Summer program with goodadditional compensation.Apply with complete resume on academic, professional and personal data, listof references, publications and research details, and with copies of transcriptsand degrees, including home and office addresses and telephone numbers to:

University of Petroleum & MineralsHouston Office2223 West Loop South, Suite 410Houston, Texas 77027

LANGUAGE GAMES TO TEACH ENGLISHStudents learn faster with enjoyable materials. Tongue twisters, proverbs,

games and activities encourage them to learn English by using it.Selfish Shellfish Sellers for primary and Herds of Words for

secondary-through-adult are intriguing and teacher-efficient.

t

Send for free brochure describing,

Teacher's-Resource Bdok and Student Worksheets.

LINGUAMETRICS GROUPP.O. Box 3495, Dept. 17, San Rafael, C/1'94912-3495 415-459-0212

14 15

JOBOPENINGS

San Francisco State University. Opening forFall, 1983: tenure track position in TEFL/TESL,rank negotiable. Areas of responsibility: assistingin administration of university ESL program;teaching graduate professional courses in anM.A.English/TEFL program and supervisingstudent teachers in the university and com-munity; developing curriculum and teachingESL courses. Ph.D. and two years experience inthese areas required. Application deadline isMarch 15, 1983. Send letter and curriculumvitae to: Thurston Womack, Chair, English De-partment, San Francisco State University, SanFrancisco, California 94132.

American Language Institute, University ofSouthern California. At least one opening atinstructor level for academic year 1983-84. Re-sponsibilities include teaching ESL, supervisionof teaching assistants and part-time lecturers,etc. Requirements: M.A. in an appropriate fieldand at least three years' teaching experience.Preference given to those applicants with teachersupervision experience. Major criteria: teachingexcellence and professional commitment. Ap-pointment is for one academic year, renewableannually. Salary is competitive. Summer teach-ing possible. Send resume and letter of appli-cation (including telephone number) by April 4,1983 to: William Rutherford, Director, AmericanLanguage Institute, University of Southern Cali-fornia, JEF 251, University Park, MC 1294, LosAngeles, California 90089-1294. We will also beinterviewing at the TESOL Convention, Toron-to, Canada, March 15-20.

Pan American University, Edinburg, Texas.Director of non-credit, self-supporting ESL pro-gram. Possible joint appointment with EnglishDepartment. Responsibilities include develop-ment, evaluation, and review of curriculum,supervision of staff, and coordination of studentrecruitment, testing, and placement. M.A. inTESL required; Ph.D. in related field preferred.Recent teaching experience in the field required.Overseas experience and second language skills,particularly in Spanish, preferred. Record ofrecent successful professional activity preferred.Two year appointment beginning August 15,1983 (renewable for a maximum of four years).Salary range $18,000-$21,000. Reports to thedirector of Continuing Education. Send letterof application, resume, support materials andthree letters of recommendation by March 15to: Dr. Ronald L. Applbaum, Vice-President forAcademic Affairs, Pan American University,Edinburg, Texas 78539.

ICMC Philippine Refugee Center ESL-CO Pro-gram requires senior staff in curriculum, training,and testing, and supervisors in ESL, orientation,and prevocational instruction. Qualifications:M.A. in relevant discipline and at least threeyears experience (five years experience withoutdegree). Previous work overseas and/or withSoutheast Asian refugees. Senior staff posts alsorequire skills in administration and human re-sources management. Salary: S12-14,000 plusbenefits including housing. One-year commit-ment. Positions available now. Send resumeand names of two references to: Mitzi Schroeder,USCC Migration and Refugee Services, 1312Massachusetts Avenue, N.W., Washington, D.C.20005. Please indicate position you are applyingfor.


TN 2/83

University of Hawaii at Manoa. Departmentof ESL. Associate/Full Professor, tenure-track.Seeking individuals with an established repu-tation for quality teaching and excellence inresearch in ESL/applied linguistics; doctoratein an appropriate field; experience in an ESLgraduate program; scholarly publication record.ESL experience in Asia or Pacific Basin pre-ferred. To teach graduate /undergraduate coursesin areas of research and instructional interests.Salary range: Associate-321,300432,400; Full$27,120441,736. Send vitae, references, publi-cations, and other supporting documents to:Chair, Department of ESL, University of Hawaii,1890 East-West Road, Honolulu, Hawaii 96822.Starting date: Co be arranged. Closing date:March 15 or when the position is filled, which-ever comes later.

Ohio University, Athens. Teaching assistantshipsare available for 1983-84 leading to an M.A. in

Linguistics with specialization in ESL/EFL.Teaching duties are one hour of instruction perday with compensation being remission of tuitionplus a stipend of $450 per month includingsummer. Preference is given to applicants withsome ESL/EFL teaching experience. For in-formation contact: Dr. James Coady, Depart-ment of Linguistics, Ohio University, Athens,Ohio 45701. Telephone: (614) 594-5892.

English Department of Sanaa University,Yemen. Five teaching positions for Ph.D.s inapplied linguistics or TEFL. Teaching loadshould be approximately 10 hours per weekwith a twelve month contract paying approxi-mately $2100 per month plus annual round triptransportation, housing, and medical care. Applyas soon as possible; positions open in August.Interested parties should send vitae immediatelyvia international mail to Dr. K. S. Misra, De-partment of English, Sanaa University, P.O.Box 1247, Sanaa, Yemen Arab Republic.

THE ENGLISHSURVIVAL SERIES

Basic Reading CompetencyFor Your ESL Students

ji

LiL

AUTHORMargaret Martin Maggs.Assistant Coordinator ofBilingual Education.District 6. New York City.

This unique series isspecifically designed to helpESL students develop theskills they need forcompetency in understanding.speaking, reading, andwriting.

The key to the series' effectiveness is its versatiledesigna design that accommodates individual needsin ways that no traditional, singlevolume textbook can.

Throe Sots of Three Levels of DifficultySkills Books Each set of books isThree sets of compact, organized into threeconsumable skills books levels, graded inmake up the series: difficulty, to allow

students to enter theBUILDING VOCABULARY series at their actual(formerly titled levels of ability: Level ASpelling by Doing) for Beginning Students.

Level B for AdvancedIDENTIFYING MAIN Beginners, and Level CIDEAS for IntermediateRECOGNIZING Students.DETAILS

Correlated Lessons andVocabulary

The levels of the threesets of books arecorrelated horizontally invocabulary, topics. andsequence: Level A ofBudding Vocabulary, forexample, introduces thesame sequence of topicsand develops the samevocabulary as Level A ofIdentifying Main Ideasand Level A ofRecognizing Details.

With 37 states now requiring basic competency testing, The English Survival Series is a must formeeting the special needs of ESL students and for assuring their future academic success

Student Texts 32.95 net each. Teachers Manuals $6.00 net each.Sampler SPECIALS (One each of three levels, plus Teacher's Manual) $12.95 net each

LBuilding VOCABULARY

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Recognizing DETAILS

Level A Level B Level C Teacher's SamplerManual SPECIAL

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Find out more about our ESL materials. Call Charisse Zeff, Adoptions Coordinator,at our tollfree number: 8001323-4900 (In Illinois 3121679-4210).

National TextbookIMEl 8259 Niles Center Road Skokie, Illinois 60077 U.S.A. CompanyTAT ,,2/83 16

Harvard Summer School. ESL teaching posi-tions in 8-week intensive program (June 22-August 19). Teaching load eq-malent ti. threehours a day, five days a week plus preparation,student conferences, staff meetings, workshops,seminars, and some guidance of junior staff.Requirements: M.A. in TESL or equivalent;three years post-degree teaching experience,preferably in USA at college level. Salary: $4000.Send resumes and cover letters (indicating sub-specialties, if any, and if attending TorontoConvention) by March 4 to Director, ESL Pro-gram, Boylston Hall, Harvard University, Cam-bridge, Massachusetts 02138. Check Job Bankat Convention for interview information.

University of Toledo, Ohio. The American Lan-guage Institute is seeking a full-time instructorto teach ESL skills to pre-university internationalstudents, 20 hours per week Qualifications:M.A. in TESOL or related field. Preference willbe given to candidates with experience teachingin an intensive ESL program in the U.S. Salary:$16,333 for 11 months. Contact: Jane VanBolt,American Language Institute, University ofToledo, 2801 West Bancroft, Toledo, Ohio43606. Telephone: (419) 537-4201.

Sapporo japan. Qualified English teacherssought by International Academy for Youth, alanguage institute. One-year contract, full-time.Minimum degree: B.A. in TESL/TEFL or equi-valent. Duties: teaching beginning to advancedlevel classes. Possible promotion with appropri-ate salary increase to administrative and super-visory positions. Starting dates: April 1 andOctober 1. Send resume, transcripts, photo, twoor more letters of recommendation and a cassettetape describing yourself and stating reasons forwanting to teach at IAY to: Mr. Toshi Fujii,Head Instruction, IAY, Hinode Bldg. 5F, Nichi4, Minami 1, Chuo-ku, Sapporo, 060 Japan.

Thessaloniki, Greece. Several vacancies inthe English Department at Anatolia Collegebeginning September 1, 1983. Three-year con-tracts offered. Qualifications: M.A. in appliedlinguistics/TESOL and/or literature minimum;extensive overseas experience preferred. Bene-fits: tax-free salary, travel and shipping allow-ances, furnished on-campus housing and medicalinsurance. Send resumes Pad inquires to: MichaelR. Bash, Chairman, English Department, Ana-tolia College, Thessaloniki, Greece.

Saudi Arabia. Robert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for present and futureopenings at its programs in Riyadh and Tais.Please direct inquires to: Robert Ventre As-sociates, Inc., 2 Inn Street, Newburyport, Massa-chusetts 01950. Telephone: (617) 462-2550.

San Diego State, California. Tenure trackjoint appointment in study skills (3/4 time) andlinguistics (1/4) time). Duties: Prepare materialsand teach ESL for bilingual, particularly His-panic, students; administer ESL program instudy skills center; teach ESL methods, materialsdevelopment and specialities. Detailed job de-scription available. Appointment as assistant orassociao professor, $20,868-$28,844, dependingon qualifications. By March 15 send application,including vita, transcripts, three recommenda-tions and appropriate supporting materials to:Donald D. Basile, Director, Study Skills Center,San Diego State University, San Diego, Cali-fornia 921824122.

15

MLFills Your Students' Immediate Communication Needs!English Experiences is special in its creative. active. and sensitive techniqueof helping preschool children to become involved with their world and the richlanguage associated with it. The Teacher's Program Guide details eachexperience in an easy.touSe lesson format The accompanying My Book activitybook affords each child the opportunity to create his or her own special keepsake.by developing concepts. exploring feelings. and applying language in a variety ofimagination and magical activities

the big E is designed for ages 6.9 The easy.tofollow lessonplan format ofeach experience enables even the novice teacher or teacher aide to present aCreative. cohesive lesson. The Workbook allows each child to explore himself andthe world around him. The Assessments provide informal checklists andevaluations. to assess first and second language ability before. during. and afterthe program.

SPEAK ENGLISH!Student Focused! Survival - Skills Oriented!

UNIQUE CONTENT AND APPROACHEclectic combination of situational, notional, functional.and gramatical approaches.Identification of realistic structural and functional, objec-tit es for each lesson.Competency.based "sunhat- ESL topics relet ant to adultstudents.Necessary stress on oral communication. related to eachstudent's oun life.

Texts Workbooks Read English!Write English!

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. .. grammarTHE ENGLISH NOTEBOOKExercises for Mastering the Essential Structuresby RICHARD YORKEYA workbook in grammar for intermediate students. $3.95

.. functional languageACCEPTANCE TO ZEALFunctional Dialogues for Students of Englishby CAROL AKIYAMANotion-based, natural L'ialogues on everything fromacceptance and ambivalence to worry and zeal. $3.95

. . . readingREAD RIGHT! Developing Survival Skillsby ANNA UHL CHAMOTEverything from clothing labels to want ads to TV programs.A wide range of realistic, practical reading matter. $3.95

idioms and two-word verbsGETTING ALONG WITH IDIOMSBasic English Expressions and Two-Word Verbsby LORRAINE GOLDMANLively dialogues, advertisements and other presentationsserve as the vehicles for contextualizing and teaching ofbasic American idioms and two-word verbs. $3.95

English for special purposesENGLISH FOR OFFICE CAREERSby ROBIN BROMLEY and WALTER J. MILLERThe workaday vocabulary necessary for success in an officejob is taught in context through readings encompassingvarious office positions. $3.95

conversationPEOPLE TALKINGDialogues for High intermediate and Advanced Studentsby EUGENE J. HALL25 universal situations a job interview, making airplanereservations, keeping in shape and so on present animmersion into situations which prepare students forcoping linguistically with real world needs. $2.75

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18 TN 2/83

Edited by Ronald EckardWestern Kentucky University

What's the Story?Sequential Photographsfor Language Practice,Books 1 -4by Linda Markstein and Darien Grunbaum.1981. Longman. Inc.: 19 West 44th Street, NewYork, NY 10036.

Reviewed by Bob OprandyTeachers College, Columbia University

New York, New York

What's the Story? Sequential Photograrhs forLanguage Practice is a four-book series thatrevolves around twelve sets of four sequentialphotos of real people embroiled in seeminglytrue circumstances. The materials, beautifullyput together by co-authors Linda Markstein andDorien Grunbaum (who did all the photographyas well), area must for any program concernedwith the promotion of communicative compe-tence and looking for excellent stimuli towardsthat end.

Professionally photographed, the / 'cturesprovide foci for a number of carefully designedactivities that help students work on all fourbasic language skills. Students can progressfrom Book l's carefully controlled vocabularyand structures to Book 4's emphasis on com-position skills.

The dozen units of each book correspond tothe twelve sets of photos, which remain constantfor all four student books. If a language program

back of each bookare used in the numerousways suggested in the Teacher's Guide, a gooddeal of creative storytelling will yield newversions or twists to each story. The stories, aswritten in the student books, are already quitecreative. They portray a wide range of peopleinvolved in engaging, believable experiences.Three-year-old Carolita experiences the painfularrival of a new sibling into her household. Aball-playing boy picks up a $20 bill dropped bya woman as she pays a taxi driver, and theyoungster is left to decide how to handle hisvalues conflict. Senior citizens share pictures ona park bench.

Unlike the lifeless "people" found in thesketches of so many ESL texts and previousprogressive picture pads and books, Marksteinand Grunbaum's characters show a panoply ofemotions nervousness, disappointment, anger,frustration, jealousy, failure, sympathy, indeci-siveness and joy. The characters and their storieslend themselves to lots of discussion for theirown sake as well as creating contexts for studentsto share their own life experiences and theemotions surrounding them. Some stories arear- sing with their clever twists at the end; allare engaging and well designed as stimuli forclassroom interaction, including role-playing.

The 44-page Teacher's Guide for the entireseries contains a concise, thorough collection ofsuggestions for how to use the photo charts. Italso supplements the wide range of activities inthe texts. Security is provided for inexperiencedteachers through the clarity of the suggestions,and challenges await experienced teachers whomay have a limited repertoire in using sequentialpictures. The authors declare some of theirbeliefs about learning by offering suggestionsaimed at providing students with choices andwith opportunities use their imaginationswithout fear of being "wrong" as they reproduceverbally what the photos present visually.

=111111417111.--,

What's the Story? by Linda Markstein and Darien Crunbaium C 1981 by Longman Inc. Reproduced by pernmoon from LongmanInc.; New York.

decided to use all four stages of What's theStory?, a student who spent more than a term ortwo with the series would most likely master agood deal of language but perhaps tire of thesame story lines.

However, if the 18" x 24" spiral-bound sets ofphotographsor the small copies found at the

TN 2/f43'

The Teacher's Guide, the best I've read, alsooffers several ideas for written work, for makingnew vocabulary come alive, and for utilizingthe passport-sized pictures in the back of thestudents' books in ways the spiral-bound picturepads cannot he used

Also in the Guide, the writers share their

.l8

research in testing out their materials. They goover the story line that most students came upwith for each set of pictures and relate a fewunexpected plot They summarize languageactivities they have found particularly usefuland list grammar and vocabulary items thatlogically flow from each story, clustering thelatter into semantic sets they label "environ-ment," "clothing," and "miscellaneous." Clozedictations are also provided for use with Books3 and 4.

The writers' intention to make What's theStory? a challenging series of language practiceactivities comes across clearly in the Guide.They expect students not to be able to under-stand everything immediately but to work hardfor a little more than they currently control.Even in Book 1, no one's intelligence is question-ed or insulted. The natural use of English beginswith the title and is found throughout all thebooks; it is assumed by Book 4 that the readershave been exposed to lots of idiomatic languageuse.

The layout, editing and 6%" x 10" size of thebooks, which range in length from 44 to 66pages, are excellent. The pads, however, wouldstand up more easily on narrow chalk trays ifthey had a slightly stiffer cardboard backing.Also, the inclusion of the small photos at theback of each book may rob classes of thespontaneity a teacher would hope to have uponintroducing a new set of photos. Most curiousstudents, upon examining their new books atthe beginning of a term, would certainly take alook at the photos long before the lessonsdealing with them. This could be an advantage,however, if students begin to hypothesize inEnglish about possible versions of the stories.

Much more could be said about this rich newset of materials. If you enjoyed using previoussets of progressive pictures, you will love thepossibilities Markstein and Grunbaum's photosand accompanying texts provide.

BBC English byTelevision

Reviewed by Rhoda CurtisSogang English Institute

So gang UniversitySeoul, Korea

George Whiteside, in his review of BBC'sEnglish by Television videotapes in the JuneTN says: "I hope that in future some teacherwho has used these tapes in classes will write amore authoritative review of them than whatfollows." Here, then is a comprehensive reviewof the following BBC videotapes: People YouMeet, The Sadrina Project, The Bellcrest Story,Follow Me to San Francisco, Speak Easy, andBid for Power.

We have used these videotapes at SogangUniversity with a variety of students, and wehave found them to be superior to any we havereviewed so far. The diction is clear, and thedifferences between British English and Ameri-can English are relatively minor. The colloquialEnglish in Follow Me to San Francisco is, ofcourse, American English, and the social situa-tions and interactions are definitely American.

FMTSF is essentially a soap opera, the storyof a young man (Tom) from the country whoarrives unannounced to visit his sister in SanFrancisco The film follows Torn through thebig city as he makes one so :al gaffe afteranother. For once it is the American, not theforeigner, who is the "stranger." These subtledifferences create strong teaching points.


17

REVIEWSContinued from page 17

Authors Suzanne Griffin and Jeff Caden havemanaged not only to make the characters be-liveable but also to create situations that provideinstruction in following directions, looking foran apartment, looking for a job, getting alongwith one's relatives, getting involved in an ac-cident, buying appliances on credit, makingadjustments to persons of different culturalbackgrounds, and dealing with emotional in-volvement and commitment. The sense of realityis achieved through the naturalness of thesequences and the excellent quality of the writ-ing. The individual scenes, short segments onlyfive minutes long, lend themselves to extensiveexploration and in-depth discussion. We havefound this videotape to be extremely successfulwith a wide audiencecollege freshmen andsophomores, English teachers, businessmen andwomen, and women whose job is primarilyfamily management.

People You Meet is a grammar-based seriesdesigned with British humor and skill. Eachsection lasts from 12 to 13 minutes and isdivided into three modules. The first modulelas& about five minutes and consists of scenes inwhich the dramatic or comic element is relativelysubdued, and the teaching p oint is demonstratedby-numerous examples, some of which seemrather strained to the native speaker of English.The second module lasts two to three minutesand draws attention to the teaching point. Thethird module, which lasts about five minutes,continues to demonstrate the teaching pointand completes the story, but with a greateremphasis on the comedy or drama.

I have watched Korean students workingwith the materials without a teacher and haveobserved that, although the examples of thevarious grammatical forms seemed strained tome, the students didn't think so. They need therepetition, and the variety of ways in which thegrammar points are presented helps the studentsto understand the appropriateness of the gram-mar in different situations.

At Sogang we use the videotape as a self-teaching device, much as one would use a taperecorder in a language lab. Our students workin groups as small as 6 or as large as 18. They areassigned a videolab period, during which timethey can view the tape as many times as theywish, stop it and replay sections, discuss theexercises and the points on which the modulesare focused. We feel that a self-study com-ponent, using video material, is an effectiveteaching mechanism.

We are aware of the recent studies in brainresearch which point out that video watchingactivates the alpha waves rather than the betawaves of the brain, and that alpha waves are theones present in sleep. We certainly don't wantto put our students' brains to sleep with theVTR, so we structure the viewing time carefully,direct our students to look for specific pointsduring their viewing time, and evaluate theirexperiences with communicative exercises fol-lowing the viewing.

The theme of the Sadrina Project, whilebeing ostensibly concerned with the travel busi-ness, is an interesting suspense story, andmanages to engage the attention of studentsthrough the quality oLboth the filming and theacting. For Southeast Asian students the factthat many of the characters speak English witha Singaporean or Indonesian or Filipino accentmakes it particularly attractive. The social posi-tions, also, of the Asian speakers are varied.Some are hotel clerks, some are office managers,

18

tour directors, hotel managers, and restaurantpersonnel. The interaction between a femaleoffice manager and her office personnel doesnot go unnoticed by the students.

The Bellcrest Story has been extremely suc-cessful with businessmen. We conducted oneclass in evening sessions five nights a week.Even though the students were extremely fa-tigued during those sessions, they managed tostay awake. At the end of the course, theyformed a "Bellcrest Club Society" and met oncea month for drinks and conversation. Theyidentified so well with the characters in thestory that they gave themselves names andidentities paralleling those in the story. Thepace of the language and the action of Bellcreststory is fast, but with frequent review andconsultation with the teacher, we found thatthis particular videotape yielded a wealth ofmaterial suitable for all kinds of business as wellas social interaction.

The written materials accompanying the video-tapes leave much to be desired. In fact, theexercises in the student's books are deadly. Butby following the case method described inMaryann Piotrowski's article in the TESOLQuarterly (16, #2, pp. 229-238), the teacher willfind Bellcrest a good source for cases. TheTeacher's Notes accompanying Sadrina are fair,but since the material is really geared to peoplein the travel business, the teacher with studentswhose interests lie elsewhere will have to beinventive in order to make full use of it. TheStudent's Book accompanying FMTSF gets highmarks, but People You Meet could use some"Advice to the Teacher," especially for thebeginning teacher, on how to use the material.

Speak Easy will turn out to be the jewel in thecrown of BBC English by Television. This is aseries of fourteen brief interactive sketches with-out dialog. Written and directed by Sarah Silver-son, Mark Landa, and Jan Smith, these situationsare superbly performed by two extremely tal-ented mimes, Marjorie Bly and Vincent Valenti.The format allows the students to create thedialog for the situations. The Teacher's Manualgives an outline of the story in each episode anda list of functions covered in that episode. It isthe ultimate realization of the notional-functionalidea.

Bid for Power is applicable to a wider audi-ence than Sadrina or Bellcrest. It has suspense, agood story line, and a good mix of variousnationals speaking English with American,German, Swiss, French, Italian, Japanese, andBritish accents. The whole point of English asan international language is made in almostevery scene, although it is clear that bodymovements, eating patterns, greetings, and voiceintonation vary widely. The written materialsfor Bid for Power are the best in the entire BBClibrary, and our teachers are delighted withthem. Designed for use at a level lower than theBellcrest material, they are thorough and wellthought-out.

Follow Me to San Francisco and Speak Easyare available from Longman, Inc., 19 West 44thStreet, New York, NY 10036. Speak Easy andthe British materials are available from JeffreyNorton Publishers, 145 E. 49th Street, NewYork, N.Y. 10017.

English in South Asia: ABibliographical Survey ofResourcesby Narindar K. Aggarwal. 1982. Indian Docu-mentation Service, Gurgaon, The AcademicPress.

Reviewed by Larry E. SmithEast-West CenterHonolulu, Hawaii

For those of us interested in non-native vari-eties of English, N. K. Aggarwal has performeda great service by compiling 1181 entries ofbooks, dissertations, general articles, as well asunpublished research papers and monographson the place of English in South Asia. Thebibliography covers four major areas of interest:descriptive studies of South Asian English, con-trastive studies with native languages of thearea, the role of English in language planning inSouth Asia, and creative writing in English bySouth Asian writers. Although there are otherbibliographies on this topic, this is the mostcomprehensive and the most systematicallyorganized.

Perhaps it would have been helpful to makeit clearer what countries were involved in theSouth Asian category. When I showed the bookto an experienced teacher who had worked inSingapore, he asked if the book listed sourcesfor that country. He seemed surprised thatSouth Asia did not include that region of theworld. Maybe if the subtitle had been "A Biblio-graphical Survey of Resources in Bangladesh,India, Nepal, Pakistan, and Sri Lanka," therewould have been no confusion.

The book includes an excellent introductoryessay on English in South Asia by Braj Kachru,the world's leading authority on the subject. It isdifficult to imagine a better beginning to such awork. It is my hope that other volumes like thisone will follow which cover other parts of theworld. Of course there is the ever-present needfor bringing bibliographies up to date, but withthe use of a word processor that does notpresent a great problem.

The paper and printing are not as good as onemight expect of a book which costs $24, but thecontent is well worth it. The book is indis-pensable for anyone interested in the subject.

POLITICAL ACTIONBOOKLET PUBLISHED

One of the major tasks that all of us inTESOL have is to become politically activeand to teach others how to do so as well.Some valuable suggestions which need tobe put into practice are made in the bookletInfluence, Effectiveness and LanguagePolicy: A Political Action Workshop byKaren Lee McGuinness and J. David Ed-wards. It was prepared by the Joint Na-tional Committee for Languages (JNCL)with the assistance and support of theTESOL Committee on Sociopolitical Con-cerns (CSPC). The workshop itself wasconceived and developed for TESOL's1981 Summer Institute at Teachers College,Columbia University with the booklet be-ing a natural outcome of it.

A limited number of copies of A PoliticalAction Workshop are presently available,and readers who wish to obtain it maywrite to the TESOL Central Office request-ing a copy.

TN 2/83

sq.

CUT OR PHOTOCOPY BOTH SIDES FOR MAILING

PAPER/PRESENTATION INFORMATION FORTESOL SUMMER MEETING JULY 21-23, 1983

(please print or type)

Name(s) of Presenter(s) in the order in which you wish them listed in the program. The firstperson listed will be contact-person for the group.

Surname. First name.

1

234.

5

Title of Presentation (nine-word maximum)

Type of Presentation (check one)

O Paper 0 Demonstration O Workshop

Intended Focus (check one) Intended Audience (check one)0 Pre-program needs analysis 0 Elementary0 On-going program evaluation 0 Secondary0 Post-program assessment O Post-Secondary

Equipment NeedsO Overhead projectorO film projector

Length of PresentationO 45 minutes

1141' 2/83

O blackboardO video

O 11/2 hours (workshops only)Please turn quer/ 10: 20

O slide projectorO other (please specify)

19

TESOL SUMMER INSTITUTE 1983,TORONTO

The 1983 TESOL Summer Institute will beheld in Toronto, July 4-August 12. The SummerInstitute will be hosted jointly by the Depart-ment of Linguistics, University of Toronto, andthe Modern Language Centre, Ontario Institutefor Studies in Education. The theme of the 1983Institute is "English in Bilingual and Multicul-tural Societies."

The 1983 TESOL Summer Institute will offera wide variety of courses and mini-courses, aForum Lecture series, and a number of relatedactivities. The annual summer meeting of TE-SOL will be held during the Institute, July 21-23, 1983.

Accommodation for participants will be avail-able on the campus of the University of Toronto.A handbook containing details on all mattersrelevant to the Institute (course descriptions,faculty, scheduling, mini-courses, accommoda-tion, fees, visa requirements, lectures, scholar-ships, related activities) is available. Requestsand inquiries should be addressed to: TESOLSummer Institute, School of Continuing Studies,158 St. George Street, Toronto, Ontario M5S2V8 Canada.

THECONFERENCE

on the Teaching ofForeign Languages

FOREIGN LANGUAGES:KEY LINKS IN THE CHAIN OF LEARNING

John M. Darcey, Chairman

West Hartford (Conn.) Public Schools

30th Annual Meeting April 28 - May 1,1983Baltimore Convention Center Baltimore, Maryland

Make sure to keep a place open on your calendar and in your budget for theNortheast Conference on the Teaching of Foreign Languages. Join the 2,500 otherteachers who will be with us in April to see the latest exhibition of texts, audio-visualequipment and materials, teaching aids, and study programs.

In addition to the state-of-the-art pedagogical workshops, there will be literary sym-posia in the classics, French, German, Italian, and Spanish. For complete regi3trationinformation on the nation's oldest and largest language teaching conference, write:

Northeast Conference Box 623 Middlebury, VT 05753

CUT OR PHOTOCOPY BOTH SIDES FOR MAILING

Summary of Presentation (minimum 50 words, maximum 100 words)

Home Address (of contact person)

Home phone

Institution (or affiliation) Address

Work phone(Please list other Presenter(s) institution(s) separately)23.45.

Please send to:

DUE DATE: April 25, 1983

Richard HandscombeProgram Chair, TESOL Summer MeetingDepartment of EnglishGlendon College2275 Bayview AvenueToronto, Ontario, CanadaM4N 3M6

Scheduling (For Office use only: please do NOT complete)Day RoomTime Limit

21 TN 2/83.

Interview:JACK RICHARDSDISCUSSES NEWLLC JOURNAL

Less than a year ago Language Learningand Communication, A Journal of AppliedLinguistics in Chinese and English (LLC)joined the family of journals devoted tolanguage learning and teaching. TN askedRichard Day, chair of the Department ofEnglish as a Second Language at the Uni-versity of Hawaii, to interview one of itseditors, Jack C. Richards, in order to learnmore about the new journal for TESOLmembers. The following talk took placelast summer at the University of Hawaiiwhere Professors Richards and Day teach.

Richard Day: One of the first things thatcomes to my mind when talking aboutLanguage Learning and Communicationis why do we need a journal like this?Jack Richards: This is a project that wasbegun in Hong Kong about three yearsago by a number of people who are par-ticularly interested in language educationin Southeast Asia and China and who feltthat there was a need for a journal thatfocused specifically on questions concern-ing language education in China and alsoin areas outside of China where there wereChinese communities. They thought thatthe problems of China were importantenough and big enough to warrant a journaldevoted specifically to applied linguisticsin the Chinese context.Day: What is the journal's focus?Richards: We've described the focus ofthe journal as dealing with the learningand teaching of Chinese and English, Oneof the goals is to seek an exchange of ideasand experience between the Chinese andwestern traditions of language learningand teaching so emphasis is on both currenttrends and practices in language teachingand applied linguistics.Day: Who is the intended audience?Richards: There is a large audience inChinahundreds of universities and teach-er training institutions as well as thousandsof people involved in language teaching atdifferent levels. There is also quite a largeaudience internationallypeople who areinterested in China, Hong Kong, Singaporeand other areas where there is a Chineseinfluence in teaching and learning. Thejournal is bilingual with about three-quar-ters of the articles in English and tb:;remaining articles in Chinese. Abstracts ofarticles in English are given in Chinese andvice versa.Day: Given the diversified audience, whatwill the content of the journal be?

Richards: Well, for example, the first issuehad an article by Bill Rutherford on thestatus of grammar in language teachingthat raises issues that are of interest to

TN 2/83

anybody in any country but also in Chinaitself where there has been a strong em-phasis on grammar in the way English hasbeen traditionally taught. Another articleby a group of scholars from China andAustralia compares different discoursestyles in written English of Chinese andAustralian students.

Day: How will this differ from other jour-nals, such as the TESOL Quarterly?Richards. Well, because we are dealingwith a fairly spe. ;fic regional audience,we can publish things the* aromore specificthan articles that are published in theTESOL Quarterly. There is also, I think, areadership for in depth analysis and de-scription of the particular problems thatChina faces as part of it: program formodernization. A future issue of LLC willfeature institutional reports oil differentteacher training programs in China andproblems that they face. Another specialissue will be a compilation 1 some of thepapers presented at a recent East-WestCenter conference which focused on thedesign and implementation of programs inChina in which Westerners are involved.That's an important area because the Britishgovernment is involved in language teach-ing programs in China, and several majorAmerican universities have programs thereas well.

Day: Would you recommend that a readerof the Quarterly subscribe to your newjournal?

Richards: We think that anybody who isinterested in the sorts of problems I'vementioned would benefit from a subscrip-tion. LLC will be published three times ayear by John Wiley. This is a major Ameri-can publisher, which is publishing the jour-nal as a sort of public relations gesture.They will barely break even on it but theyare interested in establishing links with

China. Also, they are offering a half-pricesubscription rate of $20 to members ofTESOL and similar professional organi-zations. Presently an annual subscription is$40, although for readers in China, it willbe available at much below cost.Day: Could you tell me a little bit aboutthe second editor of the journal?Richards: Yes, my colleague, Cheung Yat-shing, from the Chinese University of HongKong and I are jointly editing this journal.Dr. Cheung has extensive contacts in Chinaand makes frequent visits to China as aconsultant. He is in touch with many of themembers of the editorial board who are inChina. He also reviews all articles sub-mitted in English but he, with some of hisChinese-speaking colleagues, are respon-sible for the Chinese content. I don't havemuch input at all in the Chinese content,but we jointly manage the English-side ofthe articles. In addition, I should alsomention the support which the Universityof Hawaii is providing LLC in the way ofan editorial assistant, David Bycina, agraduate assistant in the Department ofESL.

Day: What do you suppose the circulationof LLC will be?

Richards: It's hard to say what the ultimatecirculationand what typeit will be.The publisher is presently making arrange-ments with the Chinese authorities forbulk distribution of the journal in China.Once the journal becomes more widelyknown, we look forward to a circulationof about three thousand.

TESOL members should write to: Subscription Dept.2-0452, John Wiley and Sons, 605 Third Avenue, NewYork, New York 10158. Subscriptions should be for amember's personal (not institutional) use with a clearindication of TESOL membership and accompaniedby payment in U.S. currency.

The Fifth Annual TESOL Summer MeetingJuly 21-23, 1983

Ontario Institute for Studies in Education, Toronto, Canada

EVALUATION IN ESL PROGRAMS

pre-program needs analysis

on-going program evaluation

post-program assessment

elementary, secondary, post-secondary levels

Pre-registration and accommodation details from

Marian TyackeSchool of Continuing Studies158 St. George StreetTorontoCanada M5S 2V8

22 21

OXFORDUNIVERSITYPRESS

THE EL ECTRIDC

Oxford brings you a NEW bookfrom a favorite author

L EPAND OTHER STORIES

Carolyn GrahamFrom the author of Jazz Chants and Jazz Chantsfor Children comes this collection of sophisticatedanecdotes for the adult learner of English as aSecond Language at the intermediate or low-inter-mediate level. The Electric Elephantconsists of twenty cleverly illustratedanecdotes, each followed by a set of exercisswhich teach vocabulary and provide practice inlistening, speaking, reading, and writing.

This book will not fail to tickleeveryone's funny bone.

LQ.ii OXFORD UNIVERSITY PRESS 200 Madison Avenue New York, N.Y. 10016

Nelson ELT

Preparation and Practice for the TOEFL

BUILDING SKILLS PRACTICE TESTSFOR THE TOEFL FOR THE TOEFLCAROL KING AND NANCY STANLEY

Building Skills for the TOEFL:

is a cor-plete preparation for the Test of English as a ForeignLanguagedevelops the academic skills and examination techniquesrequired

covers TOEFL requirements in three main sections:Section 1 listening comprehensionSection 2 structure and written expressionSection 3 reading comprehension and vocabulary

examination techniques developed through:

shortTOEFL practice exercises

two complete TOEFL practice tests

TOEFL tactics pages show how the practice material can beused to develop the language skills essential for success in theexamination

COURSE BOOK 0-17-555451-XTAPESCRIPT AND KEY 0-17-555453-6SET OF 4 CASSETTES 0-17-555452-8

V W MASON

Practice Tests for the TOEFL develops and consolidates the skillsrequired by students preparing for the Test of English as a ForeignLanguage.

four complete practice tests in the style and format of the TOEFL

exact timings given for each test

separate answer sheets provided as in the examination

full transcripts of all the listening muterial and explanatoryanswers for the reading comprehension given in the Students'Book

can be used both in class and by students working alone

STUDENTS' BOOK (including Key) 0-17-555448-XSET OF 2 CASSETTES 0-17-555449-8

Forfurther information about BUILDING SKILLS FOR THE TOEFLand PRACTICE TESTS FOR THE TOEFL, please write to:

ELT Promotions, Thomas Nelson & Sons Ltd.,Nelson House, Walton-on-Thames, Surrey KT12 5PL, England.

22 TN 2/83

Edited by Cathy DayEastern Michigan University

A SPELLINGFLOW-CHART

by Eric S. NelsonUniversity of Minnesota

As most ESL teachers will testify, learn-ing to spell correctly in English can beextremely difficult and frustrating for manystudents. This "It Works" suggestion isaimed at simplifying the learning taskthrough the use of a flow-chart. Eric Nel-son, from the University of Minnesota,reports that his students enjoy using thisflow-chart, that they prefer it to the usual"formidable-looking traditional presenta-tion of the rules," and he hopes that other

ESL students might enjoy it as well. (Forstudents who are interested in business, it'sa good way to learn about flow-charts atthe same time.)

The flow-chart is aimed at making it "aseasy as possible for students to avoiderrors in spelling -ing forms, -ed forms,and -s forms," according to Nelson. Thestudent is guided through a series of yes orno questions to the correct form. Thestudent starts at the appropriate pointthe-ing circle, the -ed circle, or the -s circle.and proceeds down the chart by answeringquestions about the base form of the verb.The student is instructed to make whateverstem changes are necessary (doubling aconsonant or changing y to ie for example)and ends by adding the suffix. The chartlimitations are:

1. It does not include a rule to producedoes and goes rather than dos and gos,Those forms could have been dealt with inthe chart, but are instead included in anote outside the chart.

2. The chart does not include the ck rulethat applies in, for example, panicking.

Again, this rule could easily be integratedinto the chart, but is instead mentioned itin a note.

3. The chart does not include the exceptional-s form has.

4. The chart does not point out thatconsonant doubling applies in words suchas sidestepping even though the stress ison the first syllable (as in offering) ratherthan on the second syllable (as in referring).(Or, to put it another way: that a wordsuch as step requires consonant doublingwhen it occurs as the second element of acompound, regardless of stress.)

Ti

SPELLING CHART FOR -INC FORMS,-ED FORMS, AND -S FORMS

C 1982 by Eric S. Nelson Does the ss ord end in y?

Does the word end in a consonant? Does the word end ina consonant?

Does the word end insh, ch, or x?

Is there one and onlyone vowel before thefinal consonant?

Does the wordend in asilent e?

Does the wordend in y?

Does the word endin a silent e?

Does the wordhave only onesyllable?

Is there a cons°I nant before the y?

Is the last syl-lable stressed?

Change they to ie.

Add e.

Change thele to y.

I Omitthe e.

0 nitthee.

Add -d or s.

Double the eon-sonant. exceptif it is w, x,or y.

Add: ing, ed, or s. (But see the notes at the )

NOTES1. Some words thatend in o requirees: goes, does.2. If the finalconsonant is c, do notdouble it. Instead,add k after thee:panicked, panicking

TN 2/83 24

Looking for a series that'sa step ahead of the rest?

%Addison-Wesley has it! STEPAHEAD is our brand new four-level ESUEFL course forADULTS. It successfully com-bines functional language andtopics of universal interestand appeal to adults with thestrong grammar base thatbeginners need to feel in con-trol of their learning.

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To learn more about STEPAHEAD, follow the footstepsto the Addison-Wesley boothat TESOL '83, or write:

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Language TeachingTechniques $5.50

26 basic techniques are presented in a clear,illustrated format. A step-by-step explanation ofeach one is supplemented by variations andguidelines for the appropriate use of the tech-nique and for writing original material.

These techniques may be used to teach stu-dents of any age at any proficiency level. 13 aredesigned to improve communicative skills: 13 toimprove grammatical accuracy.

"LLT is an indispensable source of ,racticalideas for all language teachers concerned withhelping students develop their listening andspeaking skills. Keep it handy, always." EdgarR. Sather, author. Assoc. Director, ELC North-eastern University, Past President MATSOL.

The ESL Miscellany $12.50

For all ESL teachers who want interestingsupplementary materials to adapt or cc py forhandouts or who are writing their own ies-sons, this is a onevolume reference library.

Ideas fcrr lesson and syllabus writing.Lists of, grammar points, situations, topics,and functions, with related vocabulary.Suggestions and raw materials for lessonson the metalinguistic, paralinguistic, andcultural aspects of ESL, featuring a photo-graphic study of American gestures.

"The single best compendium of usefulinformation for ESL teachers and curricuturn developers."Jeffery P. Bright, ESL Cur-riculum Coordinator, Chicago Urban SkillsInstitute.

Index Card Gamesfor ESL $6.00

A handbook which will give you clear. concisedirections on how to prepare ESL games using3 x 5 index cards. The gamey arocentered activities that provide practice in

pronunciation and spellingvocabulary buildingquestioningsentence and paragraph structureconversationplaying in and with English

The games are easy to prepare and play. Thehandbook explains them simply and gives manyexamples of each plus lists of other suggesteduses.

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TN 2/83

USII9G THE RALLYFOR LANGUAGE

STIMULATIONby D. Eugene ValentineArizona State University

As one of the culminating projects of anintensive course in Spanish language andculture, held in Santiago de Compostela,Spain, during the summer of 1982, thestudents participated in a very actWelanguage leaning game that uses a meth-odology resembling what is known in theUnited States as a scavenger hunt and inGermany as a rally. The student partici-pants, from many countries and at allproficiency levels, agreed that the projectwas interesting and rewarding, not onlybecause everyone got a chance to use thetarget language (L2) for creative, practicalends (communicating with each other andoutsiders in order to complete a series ofexercises), but also because the stndentswere able to develop personal associationsoutside their own language (LI) goup.They also appreciated the fact that theinstructor was absent during the project,thereby allowing them to help each otherin a less threatening atmosphere.

Briefly, the game goes like this: Theorganizers divide the students into con-veniently sized teams of three to fivepeople who are not speakers of the sameLt (at least as much as possible). Eachteam is then given a series of sequentiallynumbered, sealed envelopes containingvarious exercises to be completed; someof the envelopes contain only numberedblank sheets, however, for a purpose de-scribed later. The team members are thensent off with direct:ans given in the L2 onhow to proceed, along with one majorobservation: Under no circumstances isthe game to become a competitive timerace between teams; it should be a co-operative effort among team membersand resolved without time constraints. Thegoal of the project is useful, creative lan-guage practice through participation, nota frantic race around the campus, thetown, a shopping mall, or the neighbor-hood. The organizers of the rally, therefore,must find ways to make sure everyonearrives within a reasonable time at thedesignated rendezvous point. (You couldtell the teams, for example, that if they arenot done by a certain time they should calla certain telephone number so they canget instructions on how to get to the ren-dezvous point.)

The materials for the game are inex-pensive; each team uses an identical set ofitems: fifteen (more or less) consecutivelynumbered letter-size envelopes, each con-taining either a sheet of problems to besolved, or a blank sheet of the same size.

'The organizers of the Spanish rally were Hoist Krueter.flans Krug. and Susanne Biedenkoptall from West GermanyMy thanks to them for assistance in the preparation of thispaper.

TN 2/83

Once the appropriate sheet is inserted in acorrespondingly numbered envelope theenvelope is sealed. The devising and or-ganizing of these materials does in factconstitute the most effort on the part ofthe organizers of the game, but once thework has been done it can be perfectedwhere necessary and reused in the future.

The game begins when each team issent off to a convenient but different sitewhere it can choose its first leader, whoopens Envelope 1 and then helps his or herteam figure out the questions and answers,or how to resolve the problems presented.The problems are not the ordinary sort ofrequirements of a scavenger hunt, however.You will want to construct your own to fityour own locality, but he: e by way ofexample are the instructions in the firstenvelope we received (translated fromSpanish):

1. Answer the following questions.2. Rearrange the circled letters to form a

number.3. This number taus you to the next

envelope.

Here were the questions:

A. A comm A musical instrument in North-west Spain: GA Ia

B. A bull fight:e0 ER ID AC. \ at is very rare in the city of Santiago:

D. The author of Don Quixote:@ERVANTES

E. A volcano in Me 'co:CITLALTE L

F. A brand name of a Spanish car: SG. The first name of a man who runs a

popular cafe in University Plaza:V IT A NO

Participants must supply the answers fromtheir immediate knowledge or go out andframe suitable questions to passersby. Theymay have to locate specific locations calledfor in the questions, or find an atlas thatlists volcanoes. In any event, the teamstays together and works creatively, sharingthe questions as much as possible. Oncethe answers are correct, the circled letters(ACOCETR) can then be rearranged toform CATORCE (fourteen), which is thenext envelope the group is to open.

The resronsibility for opening Envelope14 then passes to a new leader, who mustthen "direct the traffic" called for inside.(If this shift of power does not occur, themore aggressive or proficient members ofthe team tend to take over and exclude themore silent or less proficient ones.) Whenthe correct second envelope is opened anote at the top of the page should indicatethat the envelope should be opened im-mediately after No. 1; if this sequence isnot the one followed then there is an errorand the directions and answers of Envelope1 should be rechecked until they lead to,

26

the correct envelope in the sequence.(When the packet of envelopes is madeup, several of themperhaps as many ashalfshould contain sheets of paper withno instructions other than that the teamhas made an error and should go back andrecheck the answers to the problems in theprevious envelope.)

The next envelope could contain anothersequence like that found in Envelope 1:

A. 1,c,...ate the office of The Voice (anewspaper).

B. Across the sued from the office ofThe Voice, there is a building whosename recalls a famous movie starringHumphrey Bogart (Casa Blanca). Whatis the number of the building? (No. 54)

C. Now write the sum of the two nu :thenfrom the address and you will have thenumber of the next envelope. (Clearlythe group now goes on to Envelope 9.)

And so it goes until the final envelopecontaining problems is opened and theteam is directed to a location where every-one can rendezvous and compare notes onwhere they went wrong or where they hadhumc,rous events of one kind or another.

You may wish to consider one or moreof the following variations in the construc-tion of your version of the game:

1. Use one, two, or more superior stu-dents to help you devise the questions andput the entire project together. This freesthe instructor from some of the work andgives the students even more practice.

2. Have a native L2 speaker make a testrun of the project, with an eye out fordiscovering vague questions, ambiguities,or errors.

3. In addition to the question sequencessuch as are given above, you might requireon one or more of the instruction sheetsthat the team interact more closely with anaudience than merely obtaining single an-swers. That is, a team could go through ashopping mall and attempt to locate some-one who would teach them a nurseryrhyme or a few lines of a song. Each teamcould then recite the rhyme or sing thesong for the others once they are all backtogether.

4. You may want to schedule a midgannstop for the teams just so you can checktheir progress. In one of the envelopesgiven to our team we were directed to aparticular city fountain where we weretreated to refreshments before being giventhe instructions that would lead us to thenext envelope.

Clearly, then, the rally offers an endlessvariety of possibilities for practical andcreative language practice, and like othergood games of this type, it can be improvedor easily modified as it is used.

(Mr %'akntine is currently on leave from Arizona State I.arr g) and teaching EFL In Spain at the lima rutty of Santislo.He is interested in hearing from EFL/ES1. teachers who tryusing the rally. ante. 1). Eugene Valentine. Ilospedaie Sofia.Calle del Gardena! Pays 16. Santiago de ComposteLs. Spain.)

25

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2827

TN. 2/83

RESEARCHERSContinued from page 3

Pelto: . nthropologicalResearch.

Simon: Basic Research Methodsin Social Science.

Travers: Second Handbook ofResearch on Teaching.

Tuckman: Conducting EducationalResearch.

Van Dalen: Uri( ,standing Educa-tional Research.

Wallen: Educational Research.

The respondents did not distinguishbetween books for themselves and booksfor newcomers to research suggesting agap in the literature which perhaps theforthcoming Hatch and Farhady vol-ume will begin to fill.

Clearly there is tremendous diversityof interest represented in these nineteentitles, reflecting the .multidisciplin.:rybackground that researchers in TESOLneed to have, collectively, if TESOL isto be well served. From that point ofview this diversity is therefore an entire-ly welcome sign, although newcomersmay find the wide ramifications ofresearch in TESOL somewhat dauntingat first.

4. What are your favorite books or otherresources on statistics? For your ownresearch? For your students who arejust beginning research?

Here again the diversity is very strik-ing, but it seems likely, at least that thereason behind it is not so much a reflec-tion of the differing source disciplinesTESOL researchers refer back to as asimple reflection of the large numberof titles on publishers' lists. Within thediversity four publications were men-tioned twice:

Hatch andFarhady: Research Design and

Statistics for AppliedLinguistics (alreadymentioned above, andrecommended forbeginners).

The Sage Publication Series on Sta-tistics.

Shavelson: Introduction toStatistical Reasoning.

Siegel: N onparametricStatistics for theBehavorial Sciences.

Those mentioned once only were

Anderson:

Crocker:

Cronbach:

Dixon:

The PsychologyExperiment (forbeginners).Statistics for theTeacher, or How to PutFigures in their Place(for beginners.).Essentials ofPsychological Testing.Introduction toStatistical Analysis.

KerlingerandPedhazur: Multiple Regression in

Behavioral Research.Nie et al: Statistical Package for

the Social Sciences.Robson: Experiment, Design

and Statistics inPsychology (forbeginners).

W'alkei andLev: Elementary Statistical

Methods.Winer: Statistical Principles in

Experimental Design.

It is worth noting that under this headingthere was some distinction made betweenthe books researchers themselves use andthose they would recommend to beginnersin the field. It is also worth noting that atleast one respondent drew attention to theavailability of statistical expertise in theform of colleagues in other university de-partments, but warned that the sensibleuse of statistical techniques depends onknowing WHAT to measure, rather thanjust HOW.5. What oti information do you feel

would be valuable to beginning research-ers looking for resources?

Not all the respondents had advice tooffer under this heading, but those whodid made the following suggestions:

1. Get to know how to use libraryfacilities for all they are worth.

2. Use your library to obtain a com-puterized literature search. It willsave a lot of time and will probablynot be very expensive ($20 plus).

3. Look for synopses of current re-search work in TESOL. For ex-ample, look through DissertationAbstracts, consult Cooper's Grad-uate Theses and Dissertations inESL, study the proceedings of pro-fessional meetings (not just TESOLConventions but also the George-town Roundtable meetings, AERAmeetings, the Second LanguageResearch Forum in Los Angeles,and so on). Also you should keepin touch with the journals thatpublish research notes (for exampleTESOL Quarterly, SLANT) to findout what others are doing, andenter into correspondence withthose that look interesting in rela-tion to your own research ideas.

4. Consider taking specialist coursesnot just in statistics, not just inresearch method and design butalso in general educational evalu-ation, and not so obviously, in thephilosophy of science, to get animproved understanding of the na-ture of evidence, for example_ Inthis connection, see Kaplan's TheConduct of Inquiry or Kuhn's TheStructure of Scientific Revolutions.

28

5. Find out about grant opportunities,by consulting, for example, TheLinguistic Reporter.

FINAL NOTE

This was a mini-survey, not a compre-hensive inquiry, and so it is quite likelythat important omissions have been made.Readers with additional or alternative sug-gestions to make are therefore urged, ratherthan merely invited, to write in and sharetheir experience. Meanwhile, thanks aredue to those who took part, and apologiesfor the time it has taken t- summarizetheir responses. If they haves iged theirminds, and found even beta things tomention, I hope they will say so.

ST. MICHAEL'S COLLEGEWinooski, Vt. 05404

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THE INTENSIVE ENGLISH TRAININGPROGRAM - Intensive English coursesfor foreign students conducted on a year-round basis

St. Michael's also offers Master's degreesin Counseling, Education, Theology,Administration and Special Education

write: The DirectorInternational Student ProgramST. MICHAEL'S COLLEGEWinooski, Vermont 05404

LIVING AND WORKING IN THEPEOPLE'S REPUBLIC OF CHINA

A guide for prospective foreign residents ofChina has been prepared by Ian H. Munro ofthe Department of English, William Jewell Col-lege in Liberty, Missouri, at the close of twoyears' experience teaching at Wuhan Univer-sity.

Munro says in the Introduction that "mostforeigners still arrive unprepared izIr the ex-perience of living in a country so different fromtheir own." His booklet attempts to providereliable information on what the prospectiveresident in China will need to bring and what toexpect once there. Much of the content isdirected to teachers, especially English teachers,employed directly by the Chinese governmentor through foreign educational bodies. Twenty-one pages are devoted to getting to China,living, working, and traveling in China. Thirtypages of appendices include translations ofdocuments relating to recent changes in pro-cedure at Chinese institutions of higher learnjng.

This guide is available from the TESOLCentral Office. Send $1 with each request ad-dressed to: TESOL, 202 D.C. Transit Building,Georgetown University, Washington, D.C.20057.

27

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NEWS ANNOUNCEMENTS PROGRAMS REPORTSILLINOIS TESOL/BE: APRIL 29-30

Illinois TESOL/BE announces its eleventhannual state convention, "A Time to Communi-cate," to be held in Springfield, Illinois, on April29-30. Charles Blatchford, editor of TESOL'sDirectory of Teacher Preparation Programs inTESOL and Bilingual Education: 1981-1984,will be the keynote speaker at the Friday ban-quet. His speech is entitled "Polarities."

Josue M. Gonzalez, Associate Superintendentfor International/Multicultural Education of theChicago Board of Education, will also address aplenary session. Joan Morley, Deputy Directorof the English Language Institute at the Uni-versity of Mik:gan, has entitled her presentation"Listening and Language Learning." The paperwill review some of the significant featureswhich characterize current directions in secondlanguage instruction and will examine the statusof listening in this instruction.

Richard A. Orem, Assistant Professor of Adultand Continuing Education at Northern IllinoisUniversity and Associate Convention Chair ofTESOL '83 in Toronto, will also address aplenary session. The title of his presentation is"Empowering the Language Learnerand theLanguage Teacher, Too." Muriel Saville-Troike,Associate Professor of Elementary and EarlyChildhood Education and English as a SecondLanguage at the University of Illinois at Cham-paign-Urbana, has chosen research as her topic.Her speech is entitled "'It's Easy to English':New Research Findings on Children's SecondLanguage Acquisition."

All Illinois TESOL/BE members will receiveconvention preregistration information by mail.Non-members may request information by con-tacting: Dr. Elliot Judd, Executive Secretary,Department of Linguistics, University of Illinoisat Chicago, Chicago, Illinois 60680.

SUMMER INSTITUTE INDISCOURSE ANALYSIS

The University of Houston is pleased to an-nounce a Summer Institute in Discourse Analysison the central campus of the university fromJuly 25 to August 20. Courses include: thesyntax of written discourse; the rhetoric ofwritten discourse; the structure of technicalEnglish; approaches to written discourse anal-ysis; discourse analysis and literature; and lin-guistics and writing. Faculty include: M.A.K.Halliday, University of Sydney; Robert Kaplan,University of Southern California; John Sinclair,University of Birmingham; and Henry Widdow-son, University of London.

One may earn up to five units of academiccredit. Tuition is $100 per unit and auditing isavailable at the flat fee of $250. No scholarshipsare available. Only 100 participants will beaccepted so early application is advised. Forfurther information contact: Director, Languageand Culture Center, English Department, Uni-versity of Houston Central Campus, Houston,Texas 77004. Telephone: (713) 749-2713.

PARIS IS SITE OF TESOLFRANCE '83

TESOL-France '83 takes place in Paris onMarch 4 and 5 centering on the theme "ObjectiveOriented Teaching." For conference informationwrite to: Kate Mailfert, Service Formation Lin-guistique, Kodak-Pathe, 24 rue Villiot, 75012Paris, France.

TN 2/83

CONFERENCE ONTEACHING TECHNICAL AND

PROFESSIONAL COMMUNICATION

The Teaching Technical and Professional Com-munication Conference, sponsored by the De-partment of Humanities of the College of En-gineering, University of Michigan, will be heldAugust 1-5.

The first of its kind in the country, this con-ference has been offered continuously since1975 and is designed to improve instruction intechnical and professional communication inuniversities, colleges, technical institutes, pro-fessional schools, and community colleges.

The registration fee for the entire conferenceis $450, which covers tuition and all conferencematerials, a bus tour, picnic, and various socialactivities. Further information from: Ms. Gret-chen Jackson, Conference Coordinator, Depart-ment of Humanities, College of Engineering,University of Michigan, Ann Arbor, Michigan48109. Telephone: (313) 764-1420.

INTERNATIONAL CONFERENCE ONNON-VERBAL BEHAVIOR

The second international conference, "Non-Verbal Behavior: An Intercultural Perspective,"will take place May 16-18, 1983 in Toronto atthe Ontario Institute for Studies in Education.There will te papers and workshops given bypeople well known in the field (Ray Birdwhistell,Paul Ekman, Adam Kendon, etc.). The 16 pre-sentations will deal with the state of the art ofnon-verbal behavior in general and in particularin teaching, research, counseling, and therapy.The 16 workshops will deal with a variety oftopics. They range from how to train people forcommunication skills, non-verbal communica-tion and foreign language learning, film analysisof the use of language and gestures, teacher andcounselor training to ethnic and inter-genderbody politics, interracial interaction, children'sdance and play, how to read facial signals,managing relations in Japan, assessing non-verbal cues in therapy and counseling and non-verbal behavior in intercultural communication.For further information contact: OISE Con-ference Office, 252 Bloor Street West, TorontoM5S 1V6 Canada. Telephone: (416) 923-6641,Ext. 391/392

CALL FOR PAPERS: XthUNIVERSITY OF MICHIGANCONFERENCE ON APPLIED

LINGUISTICSOCTOBER 29. 30,1983

The theme of the conference is Input inSecond Language Acquisition: Learners Useand Integration of Language in Context. Ab-stracts dealing with the following areas areencouraged. 1) Types of language directed toL2 learners and language activities of L2 learnersin and out of the classroom, including topics ofdiscourse, situational constraints, and types ofinterlocutors. 2) Changes in the above as afunction of time. 3) Types of language datalearners attend to. 4) Appropriate methodologiesfor investigating empirical and theoretical statusof input/intake dichotomy. 5) Language de-mands on learners, such as encoding, decoding,and parsing. Send three copies of a one-pageabstract by April 15th to: Sue Gass and CarolynMadden, Department of Linguistics, Universityof Michigan, Ann Arbor, Michigan 48109.

TEAL '83

The sixteenth annual convention of B.C.TEAL (Teachers of English as an AdditionalLanguage) will take place at the Sheraton Land-mark Hotel, Vancouver, B.C., on March 10-12.The convention theme this year is "New trendsin ESL," which will be of interest and relevanceto ESL teachers of all levels. As usual, TEAL '83will feature publishers displays, institutionalvisits, pre-convention work meetings at on-sitelocations, and IDOL luncheons (Informal Dis-cussions over Lunch), where each table will behosted by a leading educator. The cost of theconvention is $35 for TEAL members, $50 fornon-members, and $20 for seniors, unemployedteachers and students enrolled in at least half-time studies. Registration materials are availablefrom: TEAL '83 Registrar, 6529 Dawson Street,Vancouver, B.C. V5S 2W2, Canada. Telephone:(604) 433-9467.

CONFERENCE ON TRAININGTRANSLATORS

The Spanish section of San Diego State Uni-versity-Imperial Valley Campus will sponsor atwo-day conference on the education and train-ing of translators and interpreters, October 14-15, 1983 at the border institution.

Papers are invited on any aspect of peda-gogical theory, methodology, and techniques.Topics for workshops, demonstrations and paneldiscussions are also solicited.

Please submit an abstract or outline as soon aspossible to: Dr. Jose Varela- Ibarra, San DiegoState University, Imperial Valley Campus, 720Heber Avenue, Calexico, California 92231.

SLRF '83 CALL FOR PAPERS

The fifth annual Los Angeles Second LanguageResearch Forum (SLRF) will be held November11-13, 1983 at the University of Southern Cali-fornia. Papers dealing with bilingualism, inter -language /markedness, input, discourse analy-sis, and language learning and teaching (ESLand foreign languages) will be welcome. Sendfour copies of a 100-word abstract (name onone copy only) and three copies of a 250-worddescription of the paper Include a 3" x 5" cardwith your name, address, title of paper and abrief bio-data statement and send to: KathleenFlynn, American Language Institute, Jef. 251,University of Southern California, UniversityPark-MC 1294, Los Angeles, California 90089-1294. Deadline for abstracts is March 15.

SIMON FRAZIER UNIVERSITY OFFERSGRADUATE COURSES INAPPLIED LINGUISTICS

It is possible to specialize in applied linguisticsat the graduate level at Simon Frazier University.The following applied linguistics courses areoffered as part of a degree in linguistics: "Re-search in Applied Linguistics," "Child LanguageDevelopment," "Second Language Acquisition,""Contrastive Analysis and Error Analysis," and"Applied Linguistics." Applied linguistics facultyinclude Drs. Charles P. Bouton (Paris), HectorHammerly (Texas), and Tai W. Kim (Michigan).For further information, applications, and cal-endars/catalogues, write to the Chairman, Grad-uate Studies Committee, Department of Lan-guages, Literature, and Linguistics, Simon FraserUniversity, Burnaby, B.C., Lanada V5A 1S6.


30 29

Continued from page 29CUNY ESL COUNCIL

'STARTS NEW JOURNAL

The CUNY ESL Council is undertaking thepublication of a new scholarly journal to appearin late spring, 1983. The Council represents theESL teachers in the City University of NewYork system.

The editors encourage the submission of ar-ticles relevant to those who teach students ofEnglish as a second language in colleges anduniversities, particularly urban immigrant popu-lations. Articles may be submitted by specialistsin any discipline whose scholarly work reflectsthese concerns. Papers of an empirical, theo-retical or pedagogical nature are appropriate.

Articles should be between 2500 and 5000words, including footnotes and bibliography. Alimited number of reviews will be published.Reviews should not exceed 2500 v :.is. Sub-missions should be prepared according to theMLA Handbook f Gr Writers of Research Papers,Theses and Dissertations. The name of theauthor should not appear anywhere in the manu-script. Instead, the name, address and telephonenumber and the title of the article should be ona separate cover sheet. Each article submittedwill be read by at least two reviewers.

Submit articles and reviews to: CarolynChiterer Gilboa, Editor, College ESL, 2604Avenue I, Brooklyn, N.Y. 11210.

GEORGETOWN UNIVERSITYROUND TABLE

The theme of the 1983 Georgetown UniversityRound Table on Languages ano Linguistics is"Applied Linguistics and the Preparation ofSecond Language Teachers: Toward a Ration-ale." It will be held March 9-12 and jointlychaired by James E. Alatis, H. H. Stern, andPeter Strevens. The registration fee is $40 (stu-dents $15) with payment payable to GeorgetownUniversity. For further information write to:Heidi Hamilton, CURT 83, School of Languagesand Linguistics, Georgetown University, Wash-ington, D.C. 20057.

ELT DOCUMENTS

Since the early 1970s The British Council hasbeen publishing ELT Documents as a journal ofinformation, criticism and analysis of develop-ments in English language teaching throughoutthe world. From 1983 the journal will be pub-lished by Pergamon Press and edited by Christo-pher Brumfit of the University of London Insti-tute of Education. It will continue to maintain aclose link with The British Council, andas inthe pastissues will be largely thematic.

The journal will concentrate on unified themesof central interest to teachers and practitionersin the field. The two major aims will be: 1) Topublish any material from the ELT world atlarge which will assist teachers and advisors(particularly those overseas) to keep up-to-datewith international thinking mid current practice;2) To publish materials from the field, whetherin Britain or overseas, which deserve a wideaudience, and particularly material which eitherderives from or relates to the range of ELTactivities undertaken by the British Council.The emphasis will be on thinking which has adirect relevance to practical decision making,and reports of practical activities which contribute to our understanding of the nature oflanguage teaching and learning. Contributionsshould be sent to the Editor at the addressbelow.

Subscription information from: Pergamon In-stitute of English (Oxford), Headington HillHall, Oxford OX3 OBW, England.

30

LANGUAGE UNIVERSALS AND L2ACQUISITION PROGRAM AVAILABLE

The Conference on Language Universals andSecond Language Acquisition was sponsoredby the American Language Institute, Universityof Southern California, February 6 and 7, 1982.The speakers and discussants included Ross,Zobl, Bickerton, J. Schachter, Hakuta, Civon,Hopper, Eckman, Gass and Ard, Comrie, Ochs,Hatch, Heath, Ferguson, Schumann, and Lord.Conference program and abstracts booklet isavailable for $1.50 from: American LanguageInstitute, University of Southern California, LosAngeles, California 90089-1294.

Audio recordings of presentations are avail-able for $5.00 each from: Humanities AudioVisual Center, University of Southern California,Los Angeles, California 90089-0356. Please add$1.00 on tape orders to help defray cost ofpostage.

MIDWEST TESOL CALL FOR PAPERS

TESOL members are encouraged to submitpapers to be considered for presentation at theThird Annual Midwest Regional TESOL Con-ference to be held in Minneapolis, Minnesota onOctober 20-22, 1983. The following topics areof particular interest: Second Language (L2)Learning and Acquisition; Second Language(L2) Assessment; Methods and Techniques forDeveloping Communication Skills in the Class-room; Culture and Language Education; Lan-guage and Young Children; Language and Co-ordination in Schools; and Global Education. Ashort abstract should be included and targetaudience noted. The program schedule allowsfor sessions of 45 or 90 minutes. Send abstractsby April 30 to: Mary P. Jiaz, Minnesota Dept.of Education, LEP Education Unit, Room 800,Capitol Square Building, 550 Cedar Street, St.Paul, MN 55101.

The zero-level materialsyou've been asking for!

Before Book Onelistening Activities for

Prebeginning Students ofEnglish

John R. Boyd /Mary Ann Boyd

Before Book One is a complete six to eight week (atfive hours per week) course in listening comprehension.It can be successfully completed by a student whoresponds only nonverbally. No speaking is required atall. The focus is on the alphabet, addresses, telephonenumbers, time of day, parts of the body and othersurvival areas.

No. 20660 TextNo. 20672 Teacher's Edition

tho Regents Publishing Company, Inc.yr 2 Park Avenue, New York, N.Y. 10016

31 TN 2/83

Editor's Note: The space required to print in entiretythe affiliate re its received for this issue of TN wouldeasily have idled three pages. Alas, only one wasavailable, so the reports have been greatly abbreviated.Thanks to all of the contributors whose names appearbelow. Please note that affiliate and interest sectionreports should be sent to the editor of this page: MaryAnn Christison, Snow College, Ephraim, Utah 84627.

A RECORD 800 ATTENDPRTESOL CONVENTION

Over 8l / English teachers attended the 9thAnnual Convention of Puerto Rico TESOL heldon November 19-20 at the Condado ConventionCenter in San Juan, Puerto Rico.

The professional activities at the conventionincluded 38 presentations and workshops. Inaddition, all participants were able to visit the40 exhibits by book publishers, audio-visualcompanies and local educational organizations.Evening activities included the exhibitors' cock-tail party and the traditional banquet in additionto other informal gatherings.

The opening plenary speaker was ProfessorDarlene Larson, TESOL President, who spokeon "The Ties That Bind: Grammar, Functionand Context."

Other plenary speakers were Dr. Judith Nine-Curt of the University of Puerto Rico whoreceived a standing ovation after her talk "Com-mitment to Living: An Ever Present Goal forTeachers"; Professor Richard Allwright of theUniversity of Lancaster who answered the ques-tion in the title of his talk "Interaction in theClassroom: Why Bother?" by pointing out thateffective classroom language learning has toinclude a teacher interacting with students; andDr. Joan Morley of the University of Michiganwho spoke on "Listening and Language Learn-ing" stating "It is interesting to speculate that,whereas listening comprehension was the ne-glected skill area until the last decade, it mayvery well be the area of primary focus in thesecond language profession during the decadeahead."

Other speakers who addressed the conventionincluded Professor Alice Jimenez, the incomingpresident of PRTESOL; Betty Prados, past pres-ident PRTESOL, Ylda Farre Rigau and LillianAlvarez, Executive Secretary and Assistant Ex-ecutive Secretary respectively. Professor NickSilva, chairman of the scholarship committee,presented scholarships to Jeanette Rodriguezand Nell Osterman.

One of the highlights of the convention wasthe "Summary Report of 1982 Activities," aslide and sound presentation utilizing musicalthemes to underscore activities and achieve-ments. This innovative format was conceived,prepared and presented by Ylda Farre Rigau.She gave an account of the First Summer Insti-tute of PRTESOL, the conferences held by theregional chapters, and other professional meet-ings held during the year. It reinforced theimpression that the presence of the recordattending audience had already conveyed; thatPuerto Rico TESOL has become a strong pro-fessional organization committed to the improve-ment of the teaching of English as a secondlanguage on the Island.

NATIONALFOREIGN LANGUAGE WEEK

March 6-13

TN 2/83

4

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Photo by fog Predoalerrero

Darlene Larson (extreme left) speaking at the"Discover Puerto Rico TESOL" convention onNovember 19, 1982. Others are (left to right):Agnes B. Werner, immediate past president;Miriam Mon tallez, director of the EnglishDivision, Department of Education, Puerto Rico;slice Jimenez, incoming president, PRTESOL;and Ylda Farre Rigau, retiring executive secre-tary.

NYS ESOL BEA FALL CONFERENCEThere were speakers and listeners, buyers

and sellers, singers and dancers, pre-lingualbabies and multilingual adults. They were all atthe New York State English to Speakers ofOther Languages and Bilingual Educators As-sociation Conference at the Albany Hilton, Oc-tober 29-31, 1982. . . .

One of the keynote speakers was author andESL teacher, Gary Gabriel, who told us to beflexible and prepared for anything in our class-rooms, to give our students the warmth theyneed, while keeping the distance between usthat both students and teachers need, to believein our convictions but be open to suggestion, toremember that "there isn't any method that isright for all people at all times."

Another featured speaker was linguist andteacher, Stephen Krashen, who spoke in favorof learning English as part of a bilingual pro-gram. According to Krashen, it doesn't matterhow much English you hear, but how muchcomprehensible English you hear... .

SECOND BATESOL CONFERENCE HELDThe Baltimore Area Teachers of English to

Speakers of other Languages held its secondannual joint conference with the Maryland As-sociation for Bilingual Education on November6, 1982 at the University of Maryland-BaltimoreCounty Campus. The Keynote Speaker wasNguyen Bich from the Bilingual Education Ser-vice Center at Georgetown University. Ninety-six registrants participated in the 25 concurrentworkshops which ranged from various teachingtechniques to CAI software for ESL... .

TEXTESOL VOn October 8-9, 1982, Fort Worth Indepen-

dent School District hosted the gathering ofNorth Texas ESL teachers at the Leonard MiddleSchool in Fort Worth. . . .

With a record number of educators attending,workshops and lectures were heard on a widevariety of topics, including current applicationsof learning theory, immigration law, require-

ments for the new ESL endorsement for theTexas teaching certificate, introducing the re-search paper, adjustment of multi-ethnic stu-dents, and elementary reading instruction.

INTERMOUNTAIN TESOL

Intermountain TESOL (Utah, Idaho, Wyo-ming, Montana) held their fall meeting October15- 16,1982 at Idaho State University in Pocatello.

The featured speaker for the conference wasTracy Terrell from the University of Californiaat Irvine who gave both a keynote address anda special workshop on his "Natural Approach toLanguage Teaching" . . .

Another exciting idea is our Graduate StudentFund. I-TESOL t-shirts (front: I-TESOL, back:Do you TESOL?) were sold at this conference,and the conference program included a specialmoney-saving coupon toward the purchase ofthese t-shirts. The profit of the t-shirt sales goestthe fund to attend TESOL conferences. (Lastyear we sent two graduate students to Hawaii.)Tax deductible contributions are also acceptedfor this fund... .

ROCKY MOUNTAIN ATTRACTS 450The first regional meeting of Rocky Mountain

area TESOL affiliates was a successful onebecause it fulfilled one of the needs that affiliatesmust meet, the need for a sense of professionalsignificance and involvement at the local level.The conference planners brought together theright mix of local, regional, and national exper-tise and presented it in a way that attractedlarge numbers of area professionals, many ofwhom would not be able to attend an inter-national meeting..

The plenary addresses were excellent. . . .

Barry Taylor offered a detailed and coherentview of the still-emerging paradigm of student-centered communicative teaching. By bridgingthe gap from theory to practice, his talk provid-ed both substance and structure in an areawhere practicing classroom teachers are stillstruggling. John Oiler extended our understand-ing of reality constraints on teaching and ma-terials by demonstrating how realism in thestructuring of story experience is a crucial cri-terion for linguistic input if it is to be reallycomprehensible. . . .

JALT CONFERENCE DRAWS 850The japan Association of Language Teachers

held its eighth International Conference on Lan-guage/Learning on October 9-11, 1982 at Te-zukayama Gakuin University in Osaka. Morethan 850 teachers, including about fifty fromabroad, participated. . . .

Over the three-day period, more than 100concurrent sessions totaling more than 150 hours,covered such topics as techniques for teachingthe four skills, cross-cultural understanding,English for businessmen, developing materials,and new methods, such as the Silent Way,Counseling-Learning/Community LanguageLearning, Total Physical Response, and teachingEnglish through drama. This year, new ideasabout teaching included computer-assisted in-struction and using computers in language teach-ing in various ways.

News Credits: Baltimore Area TESOL, Andrew Mayer; intermountain TESOL, Jan Cox; JALT, KenjiKitao; NYS ESOL BEA, Cail Slater Puerto Rico TESOL, Agnes Werner and Jose Prados-Herrero (photo);Rocky Mountain Regional TESOL, Karl Krahnke; and TEXTESOL V, Nancy Mohammadi.

3 231

R.1101 OUTuses REACH OUT? Innovative teachers in elementary

t. ESOL programs.

WHAT? IshReVET3snUgTli

9shAncoESuOrsLeseries designed especially for young children in

I

is REACH OUT being taught? Everywhere! By teachers in your own country,

can children start REACH OUT? As soon as they enter pri: nary school.

wirIV 11 choose REACH OUT? Because no other children's series is so colorful, so11 thorough, or so much fun!

WHO?, WHAT?, WHERE?, WHEN?, and WHY? are the five levels of REACH OUT, a complete and fully illustratedESOL program for children ages 4-11. REACH OUT's thematic development reflects a child's view of the uni-verse, and all the art in the books is centered on activities familiar to a child. Children can begin the seriesat Books One, Two, or Four. Teacher Guides are fully annotated for easy use and include a variety of songsand activities for children, as well as instructive notes for teachers on how to work with young students. Theteaching package is completed by wall charts for Book One, workbooks for Books Four and Five, andcassettes at each level.

REACH OUT is available from:

Collier Macmillan InternationalA Division of Macmillan Publishing Co., Inc.866 Third AvenueNew York, N.Y. 10022 U.S.A.

Also try Forestville Tales, Eight International Folktalesby Aaron Berman as a supplementary reader withthe REACH OUT series.

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TESOL, 202 D.C. Transit Building, Georgetown University, Washington, D.C. 20057TESOL NEWSLETTER

VOL. XVII, .NO. 1, FEBRUARY 1983

rTESOLTORONTO

14:14:VANOtsignifliklr:3:111101

Program Chair: Jean HandscombeNorth York Board of Education,Willowdale, Ontario M2N 5N8

Associate Program Chair: Richard A. OremNorthern Illinois University

DeKaib, Illinois 60115

32 "1 3

NON PROFIT ORG.

U.S. POSTAGE

PAIDBloomington, Ill.

Permit No. 16

TN 2/83

Vol. XVII No. 2 Teachers of irigliSh to Speakers otOtherlis nguages April 1983

HOW TO GAIN GOV. CUOMO OF NEW YORK:SUPPORT FOR EXCERPTS FROM INAUGURAL ADDRESSYOUR PROGRAM

by Joyce Winchel NamdeEastside Adult Learning Center

Tucson, Arizona

Most people forget about politicians fol-lowing the November elections. We, asadult educators, can help our programs bycontinuing to cultivate political connectionsthroughout the year. In this era of shrinkingresources a few friends in high places canmake a great difference in how well ourprograms survive.

Here are a few suggestions on what youas an instructor or administrator can do toincrease your government officials' knowl-edge of your program and, hopefully,their support of it. These hints come fromsuccessful practical experience in severallocations.

First, make your program known tolegislators on all levels (local, county, state,federal). Have your students write lettersthanking officials for their past supportand asking for increased support and fund-ing in the future. These letters don't needto be perfect but they must be genuinedon't tell your students exactly what towrite, although you can give them someguidance. Be specific and, most important,be positive. Many people write to complainbut a thank-you letter is much more mem-orable. Several of our students have re-ceived replies to their letters. Althoughsuch replies are generally form letters, thestudents were very excited that the arrivalof their letters was noted.

Another highly effective technique is toinvite legislators and/or officials to visityour program, attend graduation or a spe-cial party and possibly even speak to thegathering. We have had many people,from a city manager to a state senator tothe state superintendent of schools, acceptsuch invitations. One good way to get

Continued on page 4

jK

NOTE: On occasion public officials speak witheloquence and perception about people andmatters that concern TESOL deeply. Reprintedhere are excerpts from the inaugural address ofthe Honorable Mario Cuomo, Governor of NewYork State. The Editor finds these remarksparticularly appropriate to share with TESOLmembers the world over and invites readers tosend statements of other public officials thattouch on issues of concern to TESOL. Editor

TESOLENDORSESSANIBELSTATEMENTThe Sanibel Statement of Principles for a

National Multiple Language Policy wasfirst drafted during the third annual LeeCounty Leadership Seminar held on Sani-bel Island in September 1981. These lead-ership seminars have been sponsored bythe Lee County Public Schools, the FloridaConsortium for Multilingual/MulticulturalEducation, the South Atlantic Bilingual Ed-ucation Service Center at Florida Inter-national University and the University ofMiami National Origin Desegregation As-sistance Center. Educators from all overFlorida have come to these seminars todiscuss topics related to the education oflimited-English-proficient students in Flor-ida.

Discussion during the third annual Lead-ership Seminar centered around the needfor one or more language policies forFlorida and the United States. With theassistance of representatives from theAmerican Association of Colleges for Teach-er Education, the American Council onthe Teaching of Foreign Languages, thejoint National Committee for Languages,the National Association for Bilingual Ed-

Continued on page 4f4

This is the way I see it. This state hasalways led the way in demonstrating gov-ernment's best uses. Overall, it has pursueda course of progressive pragmatism. Formore than 50 years without dramatic devi-ation, whatever party happened to be inpower, New York has proven that govern-ment can be a positive source for goodand it still can be.

I believe government's purpose, basic-ally, is to allow those blessed with talent togo as far as they can on their own.

But I believe that government also hasan obligation to assist those who, for what-ever inscrutable reason, have been left outby fate: the homeless, the infirm, the des-tituteto help provide those necessarythings which, through no fault of theirown, they cannot provide for themselves.

Of course, we should have only thegovernment we need. But we must have,and we will insist on, all the governmentwe need. So a technically balanced bud-get that fails to meet the reasonable needsof the middle class and the poor would beto us the emblem of hyprocrisy.

It has become popular in some quartersto argue that the principal function ofgovernment is to make instruments of warand to clear obstacles from the way of thestrong.

It is said that the rest will happen auto-matically. The cream will rise to the top,whether the cream be well-endowed indi-viduals or fortunate regions of the nation.Survival of the fittest may be a goodworking description of the process of evo-lution, but a government of humans shouldelevate itself to a higher order, one whichtries to fill the cruel gaps left by chanceand by a wisdom that we don't fullyunderstand.

I would rather have laws written byRabbi Hillel or by Pope John Paul than byDarwin. I would rather live in a state that





(212) 663-5819

Editorial Staff and Advisory BoardRichard Allwright, University of Lancaster, Lancaster,England; Charles Blatchford, Fair Oaks, California;John Boyd, Illinois State University, Normal, Illinois;Mary Ann Boyd, Illinois State University, Normal,Illinois; Mary Ann Christison, Snow College, Ephraim,Utah; Cathy Day, Eastern Michigan University, Ypsi!anti, Michigan; Irene Dutra, Bronx Community Col-lege, CUNY, Bronx, New York; Ronald Eckard, Wes.tern Kentucky University, Bowling Green, Kentucky;Winifred Falcon, American Language Program, Co-lumbia University, New York, New York; DouglasFlahive, Colorado State University, Ft Collins, Colo-rado; Sergio Celan, Institute MexicanoNorteamericane de Relaciones Culturales, A.C., Mexico City,Mexico; Mary Hines, Teachers College, ColumbiaUniversity, New York, New York, Carol J. Kreidler,Georgetown University, Washington, D.C.; jean Mc-Conochie, Pace University, New York, New York;Carmen Judith Nine-Curt, Universidad de Puerto Rico,Rio Piedras, Puerto Rico; Robert Oprandy, TeachersCollege, Columbia University, New York, New York,Lise Winer, University de Montreal, Montreal, Canada


Pantagraph PrintingBloomington, Illinois 61701


TESOL Development and PrOmotionsP.O. Box 14396


The TESOL Newsletter (TN) is published six times a year,February through December It is available only through mem-bership in TESOL or its affiliates. See back page for member-ship information.

TN welcomes news items from affiliates, interest sections,and organizations as well as announcements, calls for papers.conference and workshop reports and general information ofinterest to TESOL members everywhere. A length of approxi.mately 300 words is encouraged for those items except forconference announcements and calls for papers which shouldnot exceed 150 words. Send two copies of these news items tothe Editor.

Longer articles on issues and current concerns are alsosolicited, and articles on classroom practices at all learner levelsand ages are especially encouraged. However, four copies ofthese are required as they are sent out for review by membersof the Editorial Staff and Advisory Board before publicationdecisions are made. Longer articles are limited to 1200 words orfive typed double space pages. In preparing the manuscript,authors are advised to follow the guidelines found in theTESOL Quarterly. (A copy of the guidelines may also berequested from the TN Editor.)

Authors who wish to contnbute to special sections of the TNare advised to send two copies of their items directly to theeditors in charge of those pages Affiliate and Interest SectionNews: Mary Ann Christwon, Snow College, Ephraim. Utah84627; Book Reviews: Ron Eckard. Western Kentucky University, Bowling Green, Kentucky 42101; International Exchange:Liz Hamp-Lyons, Institute of Applied Language Studies, Uni-versity of Edinburgh. Edinburgh EH8 4DP,Scotland; It Works:Cathy Day, Eastern Michigan University, Ypsilanti, Michigan48197; Standard Bearer (employment issues). Carol Kreidler,School of Languages and Linguistics, Georgetown University,Washington. D.C. 20057.

Notices of job openings. assistantships or fellowships areprinted without charge provided they are 100 words or less.First state name of institution and location (city, state, country)Include address and telephone numbers last. The 1943wordlimit need not include the Equal Opportunity Employer statement, but that information should be ro de clear in the coverletter. A fee is charged for special or boxed job and institutionalads, and they are limited to onehalf of two columns. Arrange-meots are made through Aaron Berman, TESOL Developmentand Promotions. Note deadlines for receipt of items below:however, last minute job notices will be accepted providedthere is space. Advertising rates and fnfonnation are availablefrom Aaron Berman, TESOL Development and PromotionsSee address and telephone number above.

Deadlines for receiving copy:December 15th for the February issueFebruary 20th for the Apnl issueApril 20th for the June issueJune 20th for the August issueAugust 20th for the October issue

Next Deadline: June 20th for the August TN.

2

Pfeedecteata. hole to the 71testite44As I look forward to a year as President

of TESOL, it is appropriate for me to takea glance backward at the year we havejust completed.

It is not every teacher who succeeds hisstudent as I do, but it :s the position inwhich I find myselfand with no smallamount of pride. We have had a heck of ayear and it has been Darlene Larson's clearthinking and steady professional hand thathas led us. I believe that this past year hasbeen one of the most important in thehistory of TESOL as a professional organi-zation. Under President Brown, the re-organization of TESOL and the revisionof the Constitution and By-laws were in-itiated. These were passed under PresidentFanselow, and in the year just completed,it has been the job of President Larson toimplement these changes.

We have seen the beginning of changesin the legislative process of TESOL withthe new Affiliate and Interest Section Coun-cils which now play a direct part in theselection of members to the NominatingCommittee and in preparing the slate forthe Executive Board. We have seen theestablishment of new Interest Sections suchas Research and Refugee Concerns. Wehave seen the establishment of a strongPublications Committee to oversee TESOLpublications and move us toward newareas of publication. We have seen theappointment of new editors for the News-letter, the Quarterly, and the ConventionDaily. We have seen the reorganization ofthe Professional Standards Committee andthe still ongoing development of a "State-

ment of Standards for Teachers and Pro-grams in TESOL." We have seen the con-tinued efforts of the Joint National Com-mittee on Languages and the HermesCourier successfully promote and informus on legislation of concern to TESOLthrough the efforts of the Committee onSociopolitical Concerns. And, we haveseen the establishment of a new TESOLScholarship Fund.

As we go forward I think that it is im-portant to look back on a year in whichwe also saw another group of profession-als, led by our Second Vice President,Jean Handscombe, and assisted by Rich-ard Orem, give us one of the finest conven-tions we have ever had. We do get betterthough growing bigger is a problem thatmakes better increasingly difficult. Butthere is no question that our Toronto con-vention was a splendid meeting. And whocan forget the magnificence of the settingon Lake Michigan where our Fourth Sum-mer Institute, directed by Elliot Judd, andthe Fourth Annual Summer Meeting wereheld!

Yes, we look back at these wonderfulaccomplishments of the past year as welook forward to Houston and to a SummerInstitute and Summer Meeting in Toronto.We look forward, indebted to all whosework has been done so well this past year.

I look forward to seeing you in Houstonor Toronto this coming yearor in Fair-banks or in Austin or Palo Alto or whereverthe year takes us.

John Haskell

May I Take Your Order, Please?

Would you like your FRICATIVEfricasseed or honed, then scalloped?

Would you care to have it thinned, thenmeasured up with shallots?

We have a Fricative Vermouth, ChefCecil recommends

We'll serve it on P Zanzibar withVoiceless Glottal Hens.

Would you care to have a STOP, alveolarand voiced?

There's Dilled Duck HeartOr Voiceless Tart,The Velar GooseOr Cold Couscous,Bilabial BearOr Voiceless Pear(You'd like yours flamed? We'll send

Pierre).We have a Velar NASAL Tongue that's

slung in Sing-Sang Sauce,A Mushroom Mousse that moans and

hUmmmms and Nelda's NewportNosh.

"4 5

by Sandra DuttonUniversity of Louisville

If you've a taste for LIQUIDS, try ourLouisville Lateral Lime,

Or retroflex with RRRRRipple it'saged in rocks and brine.

Then how about a SEMIVOWELWelsh Waffles Wolf, St. William,

Or Yellow Squash with Lyonnaise orYorkshire Yams Vermillion.

And for dessert an AFFRICATE ofGingerbread or Cheddar

We'll serve it on a generous wedge ofMichelin retreader.

The choice is yours, my gentle friend,from Squash to Voiceless Tart.

Bon appetit, my name is Jeanne, pleaseorder a la carte.

Ahout the author: Sandra Dutton teaches ESL at theUniversity of Louisville and is working on her Ph.D.in rhetoric and composition.

(Kentucky TERN, Newsletter. September 1982)

TN 4/83

OFFICERS AND EXECUTIVE BOARD 1983-84by Lise Winer

University de Montreal

The election results for 1982-83 were officially announced at TESOL/Toronto at the Legislative Assembly. Charles H. Blatchfordassumes office as first vice president and Penny Larson as second vice president. Penelope M. Alatis and JoAnn Crandall will eachserve three year terms as members-at-large on the executive board. To complete the unexpired terms of John F. Haskell and PennyLarson, the executive 1 card appointed Marsha Santelli and Andrew Cohen respectively. John Haskell assumes the position of TESOLpresident for 1983-84.

Charles H. Blatchford

Charles Blatchford, the new first vice-president of TESOL, has long been involv-ed with TESOL activities. A charter mem-ber, he has served on TESOL's nominatingand executive committees, and as secondvice-president organized the 1978 MexicoCity TESOL Convention. He has alsobeen very active in TESOL affiliates inHawaii and California.

Having begun his EFL teaching in HongKong, Charley received his Ph.D. in Edu-cational Psychology and TEFL at Teach-ers College, Columbia University. He be-gan his career of combining languageteaching and teacher preparation at theUniversity of Hawaii, and subsequentlytaught in many other places, includingPoland and the People's Republic ofChina.

Charley enjoys being involved in pro-fessional activities such as staff develop-ment workshops and TESOL SummerInstitute courses that support participants'needs. Strongly committed to the interna-tional character of TESOL, Charley hasencouraged the exchange of research, re-sources and information among all itsmembers. In his official capacity as firstvice. president, Charley hopes to addressthe needs of English learners around theworld, to nurture the professional healthand well-being of TESOL's members, andto encourage the pursuit of quality in all oftheir endeavors. "TESOL," Charley says,"is people."

Penny Larson

The new second vice-president ofTESOL is responsible for organizing the1984 TESOL Convention in Houston. Aveteran of TESOL conventions since 1969,the Local Chairperson of the 1980 SanFrancisco Convention, and past CATE-SOL president, Penny is looking forwardto the challenge.

Presently an ESL instructor in adulteducation at Alemany Center, and activemember of the Adult Education InterestSection, Penny believes strongly that learn-ing is a life-long process. Her experiencesoverseas in Malaysia and China have rein-forced her commitment to encouraginglocal affiliates to share their concerns andexpertise, and truly to internationalize"international' TESOL.

TN\4/83

Andrew Cohen

Andrew Cohen replaces Penny Larsonin her unexpired term on the ExecutiveBoard. The chair of the TESOL ResearchCommittee for several years, Andrew isnow chair of the TESOL Research IS. Onthe Executive Board, he represents theinterests of research, higher education and,as a member of the executive board ofISRATESOL, the international perspective.

Andrew is an Associate Professor ofApplied Linguistics at the School of Educa-tion, Hebrew University, Jerusalem. He isalso the chair of the Israel Association forApplied Linguistics. His particular area ofinterest is language teaching, learning andtesting. His newest book, Easif ying SecondLanguage Learning, is a natural continua-tion of his many other publications inthese areas.

Already an accomplished linguistthekind who speaks eight languages! Andrewis now working on Arabic. He also bikes,plays squash and blows a mean trumpet.

Marsha Santelli

Marsha Santelli has been appointed toserve out the remainder of John Haskell'sterm as executive board member. A nativeof the Windy City, Marsha started herteaching career in El Paso, Texas, teachingelementary school to ESL students, al-though they weren't identified as suchthen!

Back in Chicago, Marsha again faced anESL/BE situation which wasn't officiallyrecognized. She served as a resource teach-er and then coordinator of developingESL programs in the Chicago publicschools. As district coordinator since 1977,Marsha now oversees BE/ESL programsfor 6,000 students from 79 different lan-guage backgrounds.

Marsha has been active in Illiois TESOL/BE since its inception, and has served in anumber of executive capacities. She hasalso been an active member of TESOLsince 1969TESOL '83 was her 15th con-vention! Marsha has been the chair of theESL in Elementary Schools IS, and hasserved on the Advisory Council, the Pro-fessional Standards Committee, and theNominating Committee.

Marsha grew up in a bilingual home andis actively involved in many communityactivities. An accomplished language teach-er, Marsha is now taking cello lessons"I'mtone deaf, but I love it!"

joAnn Crandall

From the start of her ESL career, JodiCrandall has emphasized cross-cultural is-sues in language teaching. She is currentlyworking at the Center for Applied Lingu-istics, where she provides ESL and cross-cultural training, program design and ma-terials development assistance to refugeeprograms in the U.S. and overseas.

In addition to her editorial work forseveral ESP and linguistics journals, Jodiis the author of numerous books and arti-cles on adult, vocational and bilingualeducation.

Now a new member -atlarge., Jodi'scommitment to TESOL has included ac-tive participation in WATESOL espe-cially in stimulating the formation of affil-iate interest groups and a job bank aswell as the TESOL Resolutions Commit-tee and the Adult Education Interest Sec-tion.

Penelope M. Alatis

The first experience that Penny Alatishad in teaching a second language was inAthens, where she taught Greek to chil-dren in English schools. Since then, shehas taught ESL in secondary schools, andhas particularly worked on bridging thegaps between courses in ESL and otherdisciplines.

Penny has been a dedicated committeeworker and member of TESOL and numer-ous local, state and national educationarsociations. As a new member -at -barge ofthe executive board, Penny's special con-cerns are the welfare of our students andthe working conditions of her colleagues.

CONTINUING BOARD MEMBERS

Continuing board members are JohnFanselow (to 1984), Teachers College, Co-lumbia University; Jean Handscombe (to1984), North York Board of Education,Toronto; Holly L. Jacobs (to 1985), Mari-etta, Georgia; Darlene Larson (to 1985),American Language Program, New YorkUniversity; and Lin L. Lougheed (to 1985),English Teaching Division, United StatesInformation Agency, James E. Alatis,Georgetown University, Washington, D.C.,serves as executive director. Carol LeClairis executive assistant.

3

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f

5

HOW TO GAINSUPPORT


them there and make a lasting impressionat the same time is to give a plaque oraward in thanks for their support.

Also, use the media to your advantage.Let them know your success storiesaboutthat student who learned enough Englishto get a job and get off welfare, etc.There's almost always a place for suchhuman interest stories in the local news-paper. Then send copies of these stories orany other article related to your programor field to elected officials with a briefletter of explanation. Keeping a file ofsuch articles can prove helpful in justifyingyour program as we all must do from timeto time.

DON'T FORGET HERMES

If you are serious about making yourvoices heard, be sure someone in yourorganization receives the Hermes Courier.'It is a bulletin listing important currentlanguage legislation being considered. It ispublished as needed by TESOL's Com-mittee on Sociopolitical Concerns. Thenset up a reciprocal letter writing arrange-ment with colleagues in related fields(reading, bilingual education, etc.). Youpersonally write in support of legislationaffecting them and vice versa.

A FEW FINA' TIPS

In dealing with government officials, itis helpful to have a single page statisticsheet to give them. Use this to show howcost effective your program is, the needthat exists for your services and the savingsin government dollars that can occur as aresult of your work. Use local as well asnational statistics. Studies such as those bythe Ford Foundation can be useful here.

Finally, cultivate the help and under-standing of officials' aides and secretaries.They can provide you with a wealth ofinformation, pass along your informationand help you gain access to their bosses. Inthat sense, they can be powerful allies.

Developing political connections and sup-port is by no means a quick proposition.But starting the process now and continuingit throughout the year can help you reapfuture benefits. Your initial investment oftime will pay off. Above all, when dealingwith the media or government officials,remember to be positive, consistent, co-ordinated, low-key (but not quiet!) andpersistent. For too long we've done ourjobs competently but wits little fanfare.Now is the time to blow oar horns.

For more specific information or samplematerials used in southern Arizona con-tact: Joyce Winchel Namde, Eastside AdultLearning Center, 50 North Swan Road,Tucson, Arizona 85711.

'Contact your Affiliate Sociopolitical Liaison for further Infor-mation about the Rennes Courier.Reprinted from the TES01, Adult Education Interest SectionNewsletter. October RM.

4

TESOL ENDORSES SANIBEL STATEMENTContinued from page 1

ucation and Teachers of English to Speak-ers of Other Languages, the 30 seminarparticipants wrote the first draft of theSanibel Statement and decided on a set ofstrategies to disseminate the document.

During the year following the writing ofthe first draft, the four sponsoring agenciesof the leadership seminars coordinated therewriting of the document until the finaldraft was completed and approved byseminar participants in September of 1982.

The writers of the Sanibel Statementfeel this document is important because:

1) It represents the efforts and ideas of avery diverse group of Florida educatorswho all agree on the importance of lan-guage study in the United States. It is notoften that such a group is willing to meetand talk together, to work together andfinally, to approve together a statementsuch as this. Thus, the Sanibel Statement isimportant for the landmark cooperativeprocess its creation represents.

THE , SANIBELWhereat the international position of the United

States of America necessitates multilingual.multicultural awareness in national,secur-iti?,411;l4ii*Pc",}',,O,P9i.iiilerce;

,Whereu.the United States of America occupies,uniciae international position with special

Obligations and responsibilities to nurturehuman understanding in a world character!ized by linguistic and F0101 differences;

Whereas the United S fates, o f America in:oxideseduCatiOn, and', ecOnomia' assis-tincewhich reqUires language competenceandfcultural-seniitiviti tn,People and ,na-tidos throUghout!the,World;

Whereaiihe.United 'States of America is andhas been heavily involved in a, World icon!only. dependent upon internatinnal'tradeand commerce as a condition for national,economic- healtk,Wellbeing and power:,

Whereas; the 'United Silt& Of AinerieaMastincreasingly encounter and functionwithinlinguistic and CUltUrally different contexts,nationally, and internationally;

Whereas:the United,S elites f ,AMerica is andhas,been; ,by., its, history: and' tradition. of

-openrieis`fto ;immigration, iv multilingualmulticultural society providing oppOrtuni-

, tits, fOr aneW,life as,well as refuge frompolitical,.r`eligtou`s -and, peons/Mc oppres-sion abrOadi

Whereas ;English; Li :the dominant language ofthe,,United'Statiii, ofLAinerietiother Ian-iulgits:andifenlitirea eidit, in the:lind' asviable'arid'significant resources deservingresOcfibreierTyittioniind enhancement;

Whereas ones . raitiVe -language is. an, inherent,andintriniieliirf of Ones lel f;conceptiherefOre, 'the" respect of

WSerea's'janguage and culture, native or Other-ivise;pla",erizeiar ielleififheinan-corilnInni-eatiOn.and;ItherifOie;

tinderstandirig among human beingi;

37

2) The principles and resolutions con-tained in the Statement itself reflect thediverse areas in which language study hasimpact. Thus, the Statement does not ex-press the views of one or two partisangroups but it speaks to many areas of thepublic interest and outlines good, solidreasons for encouraging language study atthe local, state and national levels.

3) The writers of the Sanibel Statementfeel that their document can be a mostuseful tool in gathering support for lan-guage study via numerous instructionalapproaches. It is important to note that theSanibel Statement is not in itself a lan-guage policy. It is rather a statement of theprinciples its writers believe should be thebasis for any actions taken to encouragelanguage study. Such actions can includebut certainly are not limited to local schoolboard language policies, state laws or leg-islation introduced by Congress that couldrange from bills on foreign language studyto the preservation of language resourcesthroughout the nation.

STATEMENTWhereas intrinsic individual, intellectual, social

and economic benefits result from learningother,-,languag* and studying other; cul;tares;, ;

Whereas thinadecluate utilization of language,and cultural:resources has the potential toweaken the United States do mesticallY'and

Whereas,. the 'United ,States of, America is asignatory to the 1975 Helsinki Aciords; and

VVhiresi the UnitectStatei of America does. not-have t national multiple language policy:.

NOW; therefore, be' it Resolved by this groupasiembled here it -Sinibel'Island, Florida;that the. United ,States' of as ,amultilingual multicultural society; strive to.nurture and advance the human and legalrights of individuals of all-linguages andcultural backgrounds.

Be it further resolved, that national, state andlocal governments provide all who residein the United -States. of America whoseprimary' language is not English maximumopportunity to learn to function in English,the dominant language of the land.,

Be it also resolved; that national, State and localgOvernments prniide all whb'reside in theUnited States of America,'Whethefthey benative or non-native speakers- Of :English,maximum opportunity to learn to functionin languages otherthan English:

be it resolved, that the Congress andthe Executive and judiCial Branches of theUnited States Government take approPri-ate., action to recognize and promote thePrinciples and resolutions contained in thisdOeinnent;and ,That State, Legislative,, Executive andJu-iliciallledies exercise their leadership todevelop constructive inircreativeresponsesto werk towardi the "realliation of theprinciples and reiOhitions contained in thisdocument.

TN 4/83

SUMMARY OF LEGISLATION INTRODUCED IN THE 97th CONGRESSOF IMPORTANCE TO JNCL/CLOIS* MEMBER ORGANIZATIONS

Part of the legislative record of the 97th Congress is reflected in the chart below which summarizes the nature of the legislationintroduced and how it fared. Readers are alerted to the fact that although some bills and resolutions did not pass, the) are likely toemerge again in the 98th Congress, possibly with new sponsors and under different names.

BILLTIIE NATIONAL SECURITY AND

ECONOMIC GROWTH TI IROUCIIFOREIGN LANGUAGE IMPROVEMENTACT (II.R. 3231 and S. 1817)

Ilouse of Representatircc bill number"Senate bill number

SPONSORSRep. Paul Simon (D-Illinois)Sen. Patrick Moynihan (D-New Yor!,)H.R. 3231 - House Rules CommitteeS. 1817 - Committee on Labor and UllmanResources

PROVISIONSAuthorized up to $87 million in grants to educa-tional instivitions to improve and increase foreign language programs. Section 2 providedfunds to elementary and secondary schools formodel programs in foreign language instruc-tion. Section 3 provided Funds on a per capitabasis to post-secondary institutions based onthe size and nature of their enrollments, andSection 4 provided per capita grants to institu-tions of higher education based on foreign lan-guage requirements.

BUREAU OF LANGUAGE SERVICES(11.R. 5738)

Rep. Leon Panetta (DCalifornia)11.11. 5738 - Government Operations Subcom-mittee of the I louse Foreign Affairs Committee

To improve translation and interpretation ser-vices available to the U.S. Government by pro-viding for the establishment within the Depart-ment of State of a Bureau of Language Services,to be headed by an assistant secretary.

TIIE NATIONAL COMMISSION ON TIIEUTILIZATION AND EXPANSION OFLANGUAGE RESOURCES (II.R. 4389)

Rep. I lenr) Gonzales (D-Texas)H.R. 4389 - House Subcommittecon SelectEducation

To -evolve an active program" to promote lan-guages in the vital areas of national security,trade and economic development. Provided afouryear commitment on the national level tousing and developing our language resourcesthrough an on-going central Commission em-powered to create policy and programs and todeal with other national, state and local entitiesto keep language study viable, focused andevident to the public and private sectors.

11. Con. Res. 24311ousc Concurrent linolution number.

Rep. Leon Panetta (D-CalIomia)II. Con. Res. 243 !louse Committee onForeign Affairs

"To express the sense of Congress that the edu-cational and cultural programs of the U.S.Communications Agency should not be dispro-portionately reduced, but should, in fact, bestrengthened."

TIIE ALIEN EDUCATION IMPACT' AIDACT (11.11.2954)

Rep. De la Gam (DTexas)11.11.2954 - I louse Subcommittee on Elementary,Secondary, and Vocational Education

Directed the Secretary of Education to makepayments to state educational agencies for assis-tance in providing basic education for alienchildren, defined to mean undocumented aliensto whom state or local educational agenciesmust provide educational services under fed-eral court order. Authorized through fiscal year'84, the bill dealt specifically with English lan-guage instruction and bilingual education.

II R 6232 and II Con. Res. 323 Rep. Steve Gunderson (R-Wisconsin)11.11.6232 & II. Con. Res. 323 - 'louseSubcomitte on Immigration, Refugees and In-ternational Law

Provided 1002 cash and medical assistance torefugees who are in high school and under theagc of 25 for their first 36.month period of U.S.residence.

S. 1840 and 11.11 5588 Sen. David Durenberger (R-Minnesota)Rep. Barber Conable (11-New York)S. 1840 - Senate Finance Committees11.11.5588 !louse Ways and MeansCommittee

To amend the Internal Revenue Code for de-ductions relating to foreign exchange programs.This bill raised the tax deduction for host fami-lies of foreign exchange students from $50 amonth to $100 a month up to a maximum of$1,000a year.

S. 1841 Sen. David Durenberger (11Minnesota)S. 1841 Senate Finance Committee

To amend the Internal Revenue Code for de-ductions relating to foreign exchmtge programs.S. 1841 allowed families a 2311 tax credit for thetransportation expense incurred in sending achild overseas as part of a qualified foreignexchange program.

NATIONAL PROFESSIONS EDUCATIONACT (II.R. 3817)

Rep. George Brox% (D-Califimiia)11.R. 3817 - Subcommittee on PostsecondaryEducation

Included the establishment of a coordinatedmultiprofessional effort to assess national prob-lems and develop approaches and solutionsthrough exchange programs between Americanprofessionals and their foreign counterparts.

TIIE EDUCATION GATEWAY CITY ACTor 1981 (S.386)

Sen. Daniel Inouye (1)-11:1% aii)S.386 - Senate Committee on Labor and!Inman Resources

INCL Joint National Committee for Languages (CLOIS Council for Languages and Other International Studies. Memberswho wish information about JNCL or language legislation may mite to J. David Edwards, Director. INCL. 11 Dui:wilt CircleN.W., Suite 210. Washington. D.C. 20036.

TN 4/83' :48

Directed the Secretary of Education to conducta study assessing educational efforts in areas ofhigh immigrant concentration. The bill recog-nized the unique needs of these areas andsought to attend to them more effective!).

Continued on page 7

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Continued from page S

THE POLISII REFUGEE ACT(S. 2023 and 11.11.5384)

Sen. Patrick Moynihan (D.New Yon )Rep. Mario Biaggi (D-New York)S. 2023 - Subcommittee on Immigration andRefugee Policy.11.11.5384 - Subcommittee on Immigration,Refugees and International Law

Cave special consideration to those fleeing thecrisis in Poland by allowing an unlimited lim-bo to enter the United States.

TO ESTABLISH A NATIONALCOMMISSION ON THE EDUCATIONALPROBLEMS OF AMERICAS LINGUISTICMINORITY CHILDREN (ILL Res. 219')lime punt Resolution number

Rep Edward Roybal (1'- California)11 J ties 219 Committee on Education andLabor

TO create a national commission which would,among other things. examine the "failure of theexisting educational system" to utilize "thepotential for the linguistic minority children tocontribute to society.** One of the factors theCommission was to study was the most effec-tive method for teaching English to non-Englishand limited English speaking children and todetermine which current model projects aresuccessful.

TILE B1L:NGUAL EDUCATIONAMENDMENTS (S. 2002 and S. 2442)

Sen. Walter I luddleston (1).Kentucky)Sen. S.1. Ilayakawa (11-California)S. 2002 & S. 2442- Subcommittee on Education.Arts and Iltimanities

Would have made serious programmaticchanges in Title VII of ESEA by requiringintensive English instruction as a major part ofall bilingual programs and limiting participa-tion in programs to one year.

STATE COMMISSIONS ON TEACI I EREXCELLENCE (11.J. Res. 429)

Rep. Paul Simon (1)- Illinois)II.J. Res. 429 - Brought to the !louse Dec. 13,1982, but failed to receive the necessary votes.

U.S. ACADEMY OF PEACE ANDCONFLICT RESOLUTION ACT(S. 1889 and 11.R. 5088)

S. 969 and 11.11.3173

Sen. Spark Matstmaga (0-11awaii)Rep. Dan Glickman (D-Kansas)S. 1889 - Subcommittee on InternationalOperations11.11. 5088 - I louse Foreign Affairs Committee

Called 111)011 states to develop commissions onteacher excellence to study the problem ofteacher standards and recommend measures tobe taken at the local, state, and federal levels toimprove teacher quality."

Establishing a U.S. Academy of Peace to studyconflict resolution. The Academy would benational in scope but not federally funded, andcould accept grants, contracts, gifts, and con-tributions from public and private sources.

Sen. William Roth (11-Delaware)Rep. Les AuCoin (1)Oregon)S. 969 - Committee on Banking. Housing andUrban Affairs11.11. 3173 - Subcommittee on Trade of the!louse Ways and Means Committee

To establish a national export policy for theU.S. Specified that 'support for export educa-tion programs should be increased throughFederal and non-Federal programs that aresupplemented by related programs designed tofacilitate exporting, such as foreign languagetraining. translation and international financing."

AMERICAN DEFENSE EDUCATION ACT(S. 2663 and 11.11.6674)

Sen. Gary I lart (I)Colorado)Rep. Carl Perkins (0-Kentucky)S. 2663 - Subcommittee on Education. Arts &Ilumanities11.11.6674 Subcommittee on Elementary.Secondary and Vocational Education

Encouraged local school districts to remodeltheir curricula to improve instruction and stu-dent performance in mathematics, the sciences,foreign languages. communication skills andother new technologies required to meet Amer-ica's needs in this politically, socially and an-inimically interdependent world. The Act fur-ther called for the Secretary of Defense toproject the specific employee training needsrequired for the Armed Forces. Ile, togetherwith the Secretary of Education iind local edu-cators. would investigate how education callhelp meet these needs.

I'lIE IMMIGRATION REFORM ANDCONTROL ACT OF 1982(S. 2222 and 1131.7357)

Sen. Alan Simpson (R-Wmning)Rep. Romano Maud (1)-Kentucky)S. 2222 - Passed the Senate on August 17, 198211.11. 7357 - Brought to the I louse floor duringthe lameduck sessio7., but no vote was taken.

Permitted aliens who illegally entered the U.S.prior to 1977 to become eligible to apply forcitizenship after a period of three to five years.It also allowed those who entered the U.S. priorto 1980 to become temporary resident aliens.Included employer sanctions for those whoknowingly hire illegal aliens and created a newprogram for entry of alien fatal workers inareas where U.S. workers are not available forwork. Furthermore. ti,e bill movie' *2 financialassistance to areas with large noi' of newlylegalized aliens.

TO PROVIDE TAX INCENTIVES FORINTERNATIONAL BUSINESS STUDIES(11.11.2868)

Rep. Paul Simon (0111inois)11.R. 2868 - Ways and Means Committee

To amend the Internal Revenue Code to allowan income tax credit for 25 percent of any con-tributions to an institution Of higher educationfor international business studies. The billlimited the dollar amount of such credit to$50,000 for any taxable year.

CONSOLIDATED REFUGEE EDUCATIONASSISTANCE ACT (11.11.3076)

TN 4/83

Rep. William Coodling (R-Pennsylvania)11.11. 3076 - House Lubcommittee on Elemen-tary. Secondary and Vocational Education.

40

To extend coverage of educational assistanceoffered under ,ac Indochina Refugee Assist-ance Act of 1976 and the Refugee EducationAssistance Act of 1980 to ali refugees. The billwas similar to a block grant approach to refu-gee assistance, but differed in that it avoidedlegislation earmarking funds for specific refu-gee groups. Its coverage was comprehensive,including such special groups as the Cubansand flaitir.ns. Continued on page 8


SOVIET BLOC RESEARCH AND Rep. Lee Hamilton (L)- Indiana)TRAINING FUND (H.R. 7211) II.R. 7211 - House Committee on Education

and Labor; House Foreign Affairs Committee

To promote ads anced research and trainil g inthe fields of East European and Soviet studies,including reciprocal programs with the USSRand the Soviet Bloc Nations.

EDUCATION CONSOLIDATION ANDIMPROVEMENT ACT AM EN DM ENTS(H.R. 7336)

Rep. William Goodling (R-Penns)h am)11.11. 7336 - Passed both House and Senate, butpocket-vetoed by the President.

Amends Chapters 1 (the compensator) educa-tion program formerly Title I of ESEA) and 2(the education block grant) of the EducationConsolidation and Improvement Act of 1981.II.R. 7336 reinstitutes provisions of the Title Iprogram which allowed small school districtsflexibility in operating their compensatory edu-cation programs. It also restores to school dis-tricts the discretion they enjoyed under Title Iregarding schoolwide projects and noninstruc-tional duties of personnel. The legislation re-lieves the smallest school districts of biennialaudits in the block grant program and moreclearly defines the fiscal role of the states incertifying local school districts' applications forblock grants.

H.R. 7248 Rep. Paul Simon (D-Illinois)H.R. 7248 - House Committee on Educationand Labor

Authorized the Secretary of Commerce or hisdesignee to study the feasibility of establishinga computerized foreign language business andjob referral service.

H.R. 6354 Rep. Paul Simon (D-Illinois)H.R. 6354 - House Committee on Post Officeand Civil Service

To amend Title 5, United States Code; toaward 3 extra points on the civil service exami-nation to individuals demonstrating foreign lan-guage proficiency.

INTERNATIONAL TRAVEL ACTAUTHORIZATION (1I.R. 6258)

Rep. James Florio (D-New Jersey)Placed on House calendar, but no vote wastaken.

Authorized $10 million in FY 1983 for the Uni-ted States Travel and Tourism Administrationto promote tourism.

DEFENSE PRODUCTION ACT(H.R. 5548)

Rep. John Dunca.. (R-Tennessee)H.R. 5548 - House Ways and MeansCommittee

Included a $100 million annual authorization toprovide equipment to colleges and universitiesfor training in defense-related professions.

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8 41 TN 4/83

WHAT'S AHEAD FOR THE 98th CONGRESS ANDLANGUAGE LEGISLATION

In his State of the Union Address, PresidentReagan noted the serious need for improvedand increased science and math education inthe United States. We shall see within the nextweek if this translates into a budgetary as wellas verbal commitment. The Democratic Partycountered with a televised statement makingeducation one of their five priorities, althoughthey did not mention languages either. Whetherwe were overlooked because languages maynot be a politically popular issue for nationaltelevision or because we are not considered alegitimate issue nor serious enough crisis, thepoint is language study was not mentioned.

The President, The White House, Washington,D.C. 20500 should be made aware of this over-sight immediately. We can cite the PerkinsCommission's findings that the foreign languageand international studies situation is "scanda-lous," the conclusion of Admiral Inman of theCIA that the intelligence community is "severelyimpacted" by the lack of language training, orthe recent study done for the National Councilon Foreign Languages and International Studiesstating that the U.S. needs 3,700 foreign areaexperts for Sub-Saharan Africa but has only 500such experts, among other sources. In makingthe President aware of the very real crisis inlanguage study, dd not hesitate to share copiesof your letter with your Representative (TheHonorable U S Houseof Representatives, Washington, D.C. 20515)and Senators (The HonorableU.S. Senate, Washington, D.C. 20510).

If we can effectively express our concerns,the makeup of the 98th Congress is cause forguarded optimism about education programs ingeneral and foreign language and internationalstudies in particular. Many of the new membersdealt with education as an issue in the lastelection and seem favorably predisposed to ourconcerns. A congratulatory letter or call inquir-ing about their position on foreign. languages/international studies could honestly mean thedifference between the issue being consideredor ignored. Of particular importance are thenew members of the Committees dealing witheducationSenator Charles F.. Grass ley (R-Iowa) and Senator Alfonse M. D'Amato (R-NY), Rep Steve Bartlett (R-Tex), Rep. DonaldC Packard (R-Cal), Rep. Matthew G. Martinez(D-Cal), Rep. Major R. Owens (D-NY), Rep.Frank Harrison (D-Penn) and Rep. FrederickC. Boucher (D-Va).

A number of education bills have alreadybeen dropped in the hopper and hearings arenow being held on a $300,000,000 bill to im-prove ,.lath and science education at all levels(H R. 30Rep. Perkins-D-Ky). Foreign lan-guages are already included in this bill to theextent that there are references to "other areasof national need." We are hopeful that amend-ments will be offered to make the importanceof foreign languages in this bill more explicit.

Rep. Paul Simon (D-Ill) is currently consider-ing some revisions in his "National Security andEconomic Growth Through Foreign LanguageAssistance Bill" to simplify it administrativelyand to add a qualitative element to the legisla-tion With or without re% ',ions, Mr. Simon willreintroduce this bill soon. The language com-munity was more successful than we antici; acedin supporting this bill in the 97th Congress. With

the same hard work, we should be able toactually accomplish a final vote in the 98thCongress.

Additionally, we can anticipate and beginpreparing to address some legislation similar oridentical to last year's American Defense Educa-tion Act with its emphasis on math, science,foreign languages, communications and technol-ogy. Last year's bill had the strong support ofthe NEA, and we must be prepared to supporttheir efforts for similar legislation this year.Finally, while CLOTS did not take a position onthe Immigration and Refugee Bill, it was ofconcern to a number of our members and wewill monitor new legislation of this varietyagain very closely in this upcoming session.

The issue that will once again merit a signifi-cant amount of our attention will be the Admini-

stration's FY 84 budget requests to be revealedshortly. There is every reason to assume thatonce again education, research, student assis-tance and the endowments will be the object ofattempted drastic budget reductions. As soon asthe figures are available and we have had achance to analyze them, CLOIS will notify themember organizations.

Note two other items of importance to alllanguage teachers: March 8-13 was NationalForeign Language Week. The Department ofEducation planned .2 major program in Wash-ington with Secretary Bell, Secretary Weinber-ger, Senator Hatch and a White House repre-sentative, among other notables, to begin theweek. Language organizations and their affiliatesand friends planned events which were coveredextensively by the media. Secondly, the reportof the National Commission on Excellence inEducation is scheduled to be released in lateApril. The Commission held hearings last yearon language education, and we anticipate that itwill produce some interesting findings and con-clusions.

What Happened In Ottumwa?

Saturday, September 4,1982, instructors andpersonnel of Northrop Technical Instutite weresummoned to an emergency meeting. Theywere told that the English language trainingprogram they had built over the last fifteenmonths was terminated. The client companiesof Northrop, Saudia Airlines, and Sadaf werenot sending any more students to the facilityin Ottumwa, Iowa. The client companies wereafraid that the students, their employees, wereno longer safe.

The closing of the program followed a senesof incidents involving the Saudi Arabian stu-dents and local residents. The final straw , a shotfired at a student's car, was preceded by verbalabuse, vandalism to student cars, and a beatingperpetrated by local youths that sent one of theSaudis to the University of Iowa Hospital.

Although officials at the Institute had re-ceived reports from students of verbal abuseprior to the beating, the attack caused the con-flict between Northrop students and local resi-dents to come to a head. A meeting held at theschool between city officials, Northrop, andthe students was the focus of national attentionand was covered b} all three of the major net-s% orks. The students who had been boycottingNorthrop classes following the beating wereunimpressed with the assurances of the Ot-tumwa police and the mayor, Jerry Packer, thatthey were safe in Ottumwa. Many studentsboy cotted the meeting as well, and the onesthat attended took the podium themselves andtold the nation that they were afraid to stay inOttumwa. One student said that the only aythat any one would know the danger would beif one of them was killed.

This was a difficult time not only for the stu-dents, but for the instructors as well. Afterdeseloping close relationships w ith man} of thestudents, we were understandably concernedthat they might be hurt. While the studentsboy cotted Northrop's classes w e prepared testmaterials and hoped that soon es ery thingwould be back to normal. It never did return tonormal.

After the program closed some of us met todiscuss ways to prevent another school closing

42

by William Cline and David Rude

from local prejudice and malice. Some possibil-ities and ideas emerged from our discussion.One idea was to follow the examples ofthe Foreign Exchange Student Program andprovide the students with host families. Al-though the students at Northrop were older,from eighteen to their mid-twenties, they mighthas e still appreciated the benefits of having alocal family to call their own, promoting goodwill and cultural understanding in the commun-ity at the same time. Public relations should bestepped up even before the program begins, topromote local understanding of unfamiliar cus-toms. Students' holidays, their religion, historyand purpose in the United States should bepublicized. Man} callers to a local radio talkshow in Ottinnw a thought that the students atNorthrop were Iranians and that the UnitedStates government was paying for their school-ing! Program site developers should use cautionin locating programs for international students.The site and asailability of a site should not bethe only considerations Ottumwa, with a popu-lation of 27,000, had little expenence with for-eigners and strongly felt the impact of the 149Saudi Arabian students, who usually traveledin groups. An ideal community for an Englishlanguage training program w ould be a city w itha local college or university which already hadinternational students. A program that is con-eel% ed w ith these factors in mind could preventthe training program from encountering theproblems we met in Ottumwa. For those of usin TESOL it is important to remember that it isnot only important to create a good Englishtraining program, but to provide an environ-ment that meets the sociocultural needs of thestudents and the community.

The abase mentioned ideas and speculationshave only come about after the Northrop pro-

grain closed We belie% e that when the pro -

grain was conceited it w as almost impossibleto belie% e that the program %%mild be closedtinder circumstances as they developed. It isonly in retrospect that we can see hom, such anexcellent English language prognun came togrief.

9

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SECOND LANGUAGE ACQUISITION ANDACQUISITION OF ENGLISH BY THE DEAF

Many linguists, psychologists, teachersof English, and others concerned withlanguage remain unaware of the similari-ties between second language acquisitionand the acquisition of language by prelin-gually deaf individuals. Deafness and thelanguage deprivation which results lead tolanguage problems which are not unlikethose of other hearing language learners.Because of the similarities ESL methodol-ogy is often employed in teaching Englishto the deaf (see for example Goldberg andBord man 1974), and ESL proficiencyexams have been advocated for use withthe deaf (Bochner 1977). There are accord-ingly career opportunities in deaf educa-tion for people with ESL training andexperience, and there are vast unexploredareas for research into language and deaf-ness.

Albertini (1981) provides an overviewof English language teaching and the deaf,addressing similarities and differences be-tween teaching English to the deaf andthe field of ESL. He discusses the charac-teristics of those hearing-impaired indi-viduals in the U.S. who are generally inneed of special language instruction. In-cluded in this group are many of thecollege-level students who attend the Na-tional Technical Institute for the Deaf(NTID) at Rochester Institute of Tech-nology. Albertini describes this type ofstudent and reports on some of the inno-vative language research taking place atNTID. Crandall (1978) gives an assess-ment of the reading and writing skills ofdeaf students and proposes a model ofEnglish instruction, currently followed atNTID, based on five levels of proficiency.

Quigley and King (1980) report on re-search into the syntactic abilities of deafindividuals. They provide a description ofthe distinctive syntactic constructionsfound in the language of deaf studentsand conclude, on the basis of a review ofthe acquisition literature, that the samedistinctive structures occur also amongother language learners, primarily indivi-duals learning English as a second lan-guage. An important difference betweendeaf learners and other learners of Englishthat Quigley and King note is that the deaflearners' syntactic errors often occur inprofusion and persist into adulthood. In-deed, in my experience with both types oflearners, I have found that prelinguallydeaf adults often do not improve in theirlanguage proficiency as rapidly as adultspeakers of other languages. Nevertheless,they do make significant gains.

Free writing samples provide a clear'Note: An oral version of this article was presented at theApplied Linguistics 1.5. meeting of NYS MX BEA in Albany.New York, October 30,1882.

picture of the kinds of syntactic errorsmade by deaf individuals who are in needof further language instruction. NTID ad-ministers a written language test as part ofits English placement procedure. The testis scored following guidelines set forth inCrandall (1980). Students watch a five-minute nonverbal cartoon after which theyare instructed to write a composition aboutwhat they have just seen. Errors are scoredon a ten-point scale roughly as follows: 10(no errors), 9 (spelling and punctuation er-rors), 8 (inflectional and article errors), 7(derivational errors), 6 (function word er-rors), 5 (content word errors), 4 (wordorder and major constituent omission er-rors, 3 (multiple type-4 errors), 2 (listingof single words), 1 (listing of unrecogniz-able words). Each sentence receives thescore of the most serious (lowest number)error in that sentence. The entire composi-tion receives as its score the average of thescores of the first ten sentences.

The following anonymous writing sam-ple, which received a score of 10, is onestudent's interpretation of one of the car-toons.

I saw a cartoon about a man whoseemed to have problems because healways had a black cloud hanging overhim. This man's name was Mr. Koumal.At the beginning of the cartoon Mr.Koumal was writing a suicide note; nexthe attempted to blow his brains out.However, he failed, because the gunjammed up and he managed to shoot hiswhiskey bottle instead. Koumal keepsfouling up on his suicide attempts, tryingharder and harder each successive time.The reason he stopped trying to kill him-self is indeed a strange one. It happenedthat a thief holds him up and threatenshim with his life. After that incident Mr.Koumal is happy. I thought it was astrange film, but it had a moral. Themoral is, in my opinion, some people donot value life until someone else tries totake it away.

The next sample received a score in therange of 7. Note some of the derivationalerrors: depression for depressed, robberyfor robber, peace for peaceful, etc.

The man name is Mr. Koumal, wasvery depression after what he had donewith himself. He tried to suicide byjumped in the deep water and drank alotof whiskey and smoking the cigarettes.It never happened to cause him to die.He had tried to think of anything thatwould kill him. He walked with depres-sion among dark place. The robberyman appeared and had a gun to him. Mr.Koumal scared when he saw the gunpointing to him. So he gave the bad guyalot of money, value of watch, and any-thing what the had in his pants; after he

by Gerald P. BerentNational Technical Institute for the Deaf

Rochester Institute of Technology

dead then went to heaven and felt sopeace. He is happy now in peace for-ever. The butterflies fly around him tocheer him up.

The final anonymous sample received ascore in the range of 5. Note some of themore serious structural errors.

The film was about "Mr. Kaumal deathface." Mr. Kaumal tried to kill by him-self, He took his gun on his head. At thistime was he thinked, "Should I die" buthappened he was mistake shot to theglass was broken. Later, he tried think ofthe other ways to death, finally, he putthe rope, nail and hammer on his wall todied be a hang up but, other his negih-bor heard that what he did, the negihborwere broken the wall prevent him, thenMr. Kaumal was other try jump off thebridge, he jumped but were to boatcame, he were at boat. Mr. Kaumal stillcan't be death. One man who is robbertried him got money, Mr. Kaumal gavehim everything body off. Mr. Kaumalwas happy because, he have not nothingat all.

The foregoing samples reveal syntactic(and other) errors not unlike those pro-duced by second language learners. Butthere are likewise similarities among deafand hearing learners in the comprehensionof syntactic structures. Because of suchsimilar comprehension errors, Quigleyand King (1980) conclude that deaf learn-ers are probably employing the same stra-tegies as other language learners in theprocessing of syntax.

This assumption is supported in Berent(1983), where I analyzed the judgementsof adult second language learners and pre-lingually deaf adults on infinitive com-plement structures. I found that, in assign-ing a logical subject to an infinitive, boththe deaf and hearing learners made thesame kinds of errors in roughly the sameorder of difficulty. In a sentence such asthe following, the logical subject is thenoun closer to the infinitive: John told Billto leave. Some main verbs exhibit anexception to this nearness principle: Johnpromised Bill to leave. John asked Billwhat to do. And passive reverses the nor-mal tendency of regular verbs: Bill wastold by John to leave. Both groups wereusing the same strategy an overexten-sion of the nearness principle whenthey interpreted infinitive complementstructures incorrectly.

The same relative order of difficultywas explained in terms of relative degreesof complexity as predicted by marked-ness theory in linguistics. For example,both groups had more trouble with sen--


11

SLA AND THE DEAFContinued from page 11

tences containing ask than with sentencescontaining promise. The reason for this isthat ask is not consistent in its behavior.When it occurs with a wh-wurd as in theexample above, it violates the nearnessprinciple; but when ask occurs without awh-word, it follows the nearness princi-ple: John asked Bill to leave. The verbpromise is consistent in its violation of thenearness principle and is accordingly eas-ier (acquired earlier) than ask, which isinconsistent.

Interestingly, first language studies re-port the same relative order of difficultywith verbs like promise and ask andexplain the difficulty also in terms ofmarkedness and an overextension of thenearness principle. Thus three groupschildren, hearing adult speakers of otherlanguages, and deaf adults are applyingthe same comprehension strategy in theacquisition of infinitive complement struc-tures.

Despite differences in degree or per-sistence, the language problems of prelin-gually deaf learners of English resemblethose of second language learners in manyrespects. In other respects deaf learnersresemble first language learners (ef.Bochner 1978) and, as has been shown inBerent (1983), the three groups behave

similarly relative to certain phenomena.For those involved in English languageteaching or in language acquisition re-search, language and deafness remainsfertile ground for exploration and exper-imentation.

ReferencesAlbertini. J A. 1981. "English angtage Teaching and the Deaf:

Questions We Are Asking at NTID The Linguistic Reporter

Berent. C. P. 1983."Control Judgements by Deaf Adults and bySecond Language Learners." To appear in Language Learn-ing 33.1.

Bochner. J. 1977. "Assessing the Language Proficiency ofYoung Deaf Adults Teaching English to the Deaf 42.

978. "Error, Anomaly, and Variation in the English ofDeaf Individuals." Language and Speech 21.

Crandall, K. E. 1978. "Reading and venting Skills and the DeafAdolescent." Volta Review 80.5.

_1980. "Written Language Scoring Procedures for Gram-matical Correctness According to Reader Intelligibility." Ex-perimental Edition. NTID.

Goldberg, J. P., and M. B. Bord man. 1974. "English LanguageInstruction for the Healing4mpaired. An adaptation of ESLMethodology." TESOL Quarterly 83.

Quigley. S. P. and C. M. King. 1980. An Invited Article: Syn-tactic Performance of Healing Impaired and Normal Heanng

Psychohnguistics 1.4.

About the authorGerald P. Berent is co-director of the English

Learning Center at the National Technical In-stitute for the Deaf at Rochester Institute ofTechnology. He has a Ph.D. in linguistics fromthe University of North Carolina at ChapelHill. He has taught linguistics and ESL ivYugoslavik and Greece and in the U.S. Hiscurrent research interests include the applica-tion of linguistics theory to language acquisi-tion data.

A Fish Story andOther ESL Yox

In an ESL class for Khmer refugees, theteacher described the concept of a "fish story,"in which some of us are adept in much long-er, heavier ways than others. Later she askedone of the students, both from curiosity andto test the student's ability to use the futuretense, what he would be doing the next day.The student nonchalantly replied, "I will walkon water to New York." The teacher blushedwith embarrassment, fearing that the lessonhadn't sunk in (no pun intended.) The studentlooked up. "Fish story," he smirked.

While being tutored, another Asian studentsat for an hour with a child in her lap. Therotund tutor wanted to finish the lesson withexamples of antonyms. She gestured towardthe child, asking the mother, "Heavy?" Thestudent, misunderstanding the question, re-sponded "No, baby light. You heavy."

A tutor was teaching his student about pro-nunciation. As he leaned over the book to pointout a word and asked, "What do you hear?" hisstomach rumbled. The student innocently rep-lied, "Thunder."

Collected by Tim Scanlon, Cheshire County, New HampshireAdult Tutorial Program and reprinted from NNETESOLNewsletter, Winter 1983.

OXFORD UNIVERSITY PRESS

The

Functional-Notional ApproachFrom Theory to Practice

Mary Finocchiaro

Christopher Brumfit

This book, an invaluable text for alllanguage teachers, discusses both thetheoretical basis of functional-notionalismand its practical classroom application.

Features include:a historical overview of languagelearning and teachingdefinitions of termscharacteristics of the approachlists of functions and notionsstep-by-step techniquescommunicative activitiesthe role of grammarsuggestions for discussion

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.12 45 TN 4/83

CUOMO SPEAKSContinued from page 1

has chipped into the marble face of itsCapitol these memorable words of thegreat rabbi: "If I am not for myself, who isfor me? But if I am for myself alone, thenwhat am I?" Or the words of our greatPope: "Freedom and riches and strengthbring responsibility. We cannot leave tothe poor and disadvantaged only thecrumbs from the feast. Rather we musttreat the less fortunate as guests."

A society as blessed as ours should beable to find room at the table, shelter forthe homeless, work for the idle, care forthe elderly and infirmed and hope for thedestitute.

To demand less of our goverment or ofourselves, would be to evade our properresponsibility. At the very least, the gov-ernment of this generation should be ableto do for those who follow at least whathas been done for us. And if my electionpro-;es anything, it proves how very muchthis system has been able to do for ns.

Like everyone in this room today, andall of us in New York state except for ournative American brothers and sisters, I amthe offspring of immigrants.

My parents came some 60 years agofrom another part of this world, driven bydeprivation, without funds, without edu-cation, without skills.

When my mother arrived at Ellis Island,she was alone and afraid. She carried littlemore than a suitcase and a piece of paperwith the address of a laborer-husbandwho had preceded her here looking forwork. She passed through all the smallindignities visited on immigrants every-where, always. She was subjected to thehurried condescension of those who de-cide if others are good enough to enter, orat least not bad enough to be kept out.

Like millions of others, my mother andfather came here with very little morethan a willingness to spend all their effortin honest toil. They asked only for theopportunity to work and for some protec-tion in those moments when they wouldnot be able to pi otec t themselves.

Our Common HistoryThanks to a government that was wise

enough to help then: without stifling them,and strong enough to provide with oppor-tunities to earn their own bread, they sur-vived. They remained a people of modestmeans. But they were able to build a fam-ily, and live in dignity, and see one of theirchildren go from behind their little grocerystore in South Jamaica where he was born,to the highest seat in the greatest state inthe greatest nation.

That by itself is an almost ineffablybeautiful commentary on this magnificientsystem of American democracy. But thisis not a personal story. This is the story ofall of us.

What our imperfect but peerless system

TN 4/83

of government has done for those twofrightened immigrants from Europe, ithas done for millions of others in differentways. That experience is a source of prideand gratitude, but it has to be much more.It must serve as a challenge to all of us, aswe face the future. The achievements ofour past impose upon us the obligation todo at least as much for those who comeafter us.

It would be a terrible desecration of ourhistory to allow the difficulties of themoment, which pale when compared tothose faced by our ancestors, to excuseour obligation to produce government thatexcels at doing what government is sup-posed to do. We need not fear the chal-lenge. Underlying everything I believeabout our government is an unshakableconviction that it is good enough to dowhat must be done and more.

Through all of our present travail, and Iknow it wellthe deficits, the hordes ofhomeless, unemployed and victimized, theloss of spirit and belieffor all of this, Ibelieve that we are wise enough to addressour deficits without taxing ourselves intobankruptcy, strong enough to reconcileorder with justice, brave enough to bringopportunity and hope to those who haveneither. We can, and we will, refuse tosettle for just survival and certainly notjust survival of the fittest.

BECKON YOURFRIENDS BYWAVING "GOOD-BYE"

by Donald MontaltoErie Community College

You know you've been teaching ESL toolong ...

if, when your friends smile and nod,you assume they don't know whatyou're talking about.if your speech is 100% passive-free.

if, when interviewing a candidate foran ESL teaching job, you feel obli-gated to point to the chair when yousay, "Please sit down."if, when being interviewed for anESL job you smile and remain stand-ing when the interviewer says, "Pleasesit down."if, when one of your students tells youhis life story in Swahili, you smile,nod and say "Yes."if TOEFL doesn't sound like some-thing to eat.if you have to think about which fin-gers to hold up when ordering twobeers.if the sentence "This no good" soundslike good English to you.if the words "present perfect" makeyou feel uneasy.if you beckon to your friends to joinyou by waving "Good-bye" to them.

46

Hawaii:The Saga That MichenerCould Not Have Foreseen

by Gary J. KukarUniversity of Wisconsin

The conference season is upon us once again,and going to the annual TESOL Convention isalways an exciting prospect. Fortunately forour program, this year's convention was held inToronto and not in Hawaii.

Last year at this time the tension ran high onthe eighth floor of Curtin Hall. The fifteenteachers of the Intensive English Program atUWM had just voted to pool their meagertraveling allowances and elect one representa-tive to accompany the IEP coordinator toHawaii.

After the twenty-third ballot, it appeared thatthe Curtin Hall conclave remained hopelesslydeadlocked in a fifteen way tie. Apparently noone was willing to yield, so the chairman openedthe floor for suggestions.

"How about a contest?" someone offered.The motion was quickly seconded, and Diane,a former state and second place national cham-pion, proposed a spelling bee. This would befair, she reasoned, since "we are all Englishteachers, aren't we?"

Rita said she thought we should all bowl tenframes at her mom's alley in Ripon. High mangets Hawaii, low man bowls another free game,and the middle men buy the beer.

"Well," says Kathy, "a two-handed cutthroatSheepshead tournament sounds like a mightygood idea to me."

Ashley was all for arm wrestling and Martinfor Scrabble. General chaos was about to breakloose when Cyndy, a very recent addition to theIEP staff, moved that we have a simple lot-teryjust draw a name out of someone's hat.Well, that sounded a bit too impartial for most,but the motion carried two to nothing withthirteen abstentions. You see, I threw in withCyndy after she offered to use my hatwith asly wink in my direction. "So," I thought tomyself, "this neophyte was willing to pay herdues to the old guard." Who was Ito balk atfortune's fickle finger?

The stillness was deafening as I held my hathigh for the drawing. My eyes, trying to hidetheir inner confidence, surveyed a room full ofsweaty palms, crossed fingers, and foreheadsdewy with perspiration. Since Larry, as coor-dinator, was already going, he stepped forwardas the designated, disinterested name-puller ofthe Honolulu bound personage.

Larry pulled the name, cleared his throat, andin a voice tinged with affected surprise, an-nounced the winner"CYNDY."

We'd been had I'd been had!! How did shedo it!!? In that instant the collective bloodpressure of the vanquished hit 160/90. Facesflushed then blanched, and voices were muted,choked off in the process of swallowing thelump in their throats.

It was Cyndy who spoke rirst. "I don't believeit!" she screamed, jumping up and down like adistraught game show contestant winner. We,naturall y, all had to file by and offer our"sincerest" congratulations through clenchedteeth. Miss America smiled.

But that was not the end of it. In the feverthat consumed usthis was something otherthan revengewe plotted her demise. Littledid she suspect that in less than six months she'dbe teaching in Saudi Arabia! Sorry you had tofind out about it like this, Cyndy. It was bound


13

Hawaii:Continued from page 13

to happen to one of us. So, now you know whythe Saudis finally answered that long forgottenjob query you once mentioned. The updatedresume we sent them read like a page out of aWho's Who n TESOL.

I hope that '112SOL convention planners seethe moral in all this Palm tree fever reachesepidemic proportions by mid-March here in theNorth Country. You've got to scrap those futureplans for conventions in Rio and Tahiti, orthere'll be mutiny in Milwaukee!

(WBTESOL Newsletter. Vol. IL No I. Spring 1983)

MSP: MATHFOR SPECIALPURPOSES

by Mark 0. JamesBrigham Young University-Hawaii

Now that the convention is over, and wearesafely back in the confines of our own offices,its time to evaluate ourselves, the convention,and the time we spent there.

For some of us, this is a necessity in order tobe reimbursed by our departments or companiesfor ,-;penses incurred. For others, it is a time torefresh and review all that was learned whilethere. For most of us, however, it is done inself-defense. Our bosses, colleagues, and spensesalways seem skeptical about the justification ofsuch conventions, complaining that for severaldays after returning from these annual-gather-ings, we act more like bit parts in "Night of theLiving Dead" rather than the super-energizedmaster teachers they were expecting. Some ofthese people no doubt have serious questionsconcerning the nature of our gatherings, andjust maybe it has got you to thinking too. Whatis it about these conventions that always leavesyou feeling as fresh as last years daisies?

To better understand what it is you have justgone through and for the enlightenment ofthose around you, let me suggest the followingconvention formulaor Exhaustion Index:

E=D. C

Where:E = Exhaustion IndexS = no. of hours, sleep per dayP = no. of people sharing sleeping quartersA = no. of species other than human sharingsleeping quarters (e.g., cockroaches, termites,bedbugs, etc.)n = no. of interruptions per night of sleep (e.g.,your old friend from Michigan, service call at 5a.m. when you asked for? a.m. all of the abovein category A, etc.)D = no. of days at the conventionx = nc. of free pens, buttons, catalogs, samples,etc., that you had to lug around from session tosession.C = no. of children (and spouses where appli-cable) for which you were obliged to spendhours sifting through the rubble of souvenirshops.

90-100 pts. Charter Member of TESOL80- 89 pts. Master Payer70- 79 pts. You're learning!80- 89 pts. Novice0- 50 pts. DISASTER!!

14

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47TN 4/83

1984-85 TULBRIGHTSENIOR SCHOLARS

The Council for International Exchange ofScholars announces the 1984-85 competition forSenior Scholar Fulbright awards for universityteaching and postdoctoral research. Wardsare offered in all academic fields for periods of2-10 months, in over 100 countries.

After April 15, 1983, interested applicantsmay obtain application forms and informationon college and university campuses in the Officeof the Graduate Dean at graduate institutions orthe Office of the Chief Academic Officer at2-and 4-year institutions Prospective applicantsmay also write for applications and additionaldetails on awards, specifying the country andfield of interest to: Council for InternationalExchange of Scholars, 11 Dupont Circle, Suite300, Washington, D.C. 20036. All applicantsmust be U.S. citizens and have had college oruniversity teaching experience and/or a Ph.D.or the equivalent.

Applications deadlines in effect for 1984-85awards: June 15, 1983, for American Republics,Australia and New Zealand; September 15,1983, for Africa. Asia, Europe, and the MiddleEast.

TEXTESOL V FALL CONFERENCECALL FOR PARTICIPATION

TEXTESOL V (Dallas Fort Worth area)will hold its fifth annual fall conference onOctober 21-22 on the campus of North TexasState University in Denton. Colleagues from allover the state and across the nation are invitedto submit program proposals.

The program committee hopes to includepresentations on various aspects of ESL includ-ing theoretical issues in second language acqui-sition, pedagogy at all levels, administration ofESL programs, bilingual educations, and pro-fessional concerns. Presentations may take theform of demonstrations, papers, panel discus-sions, or workshops. The may be 30, 80, or 90minutes in length. Abstracts should be submit-ted by July 31 to: TEXTESOL V, Texas Chris-tian University, P.O. Box 32926, Fort Worth,Texas 76129.

MORLEY TO SPEAK ATCONFERENCE ON LISTENING

On Saturday, May 7, from 9 a.m. to 4 p.m.,The English Language Center of LaGuardiaCommunity College will host a Conference onListening. The keynote speaker will be JoanMorley, the University of Michigan. Other ex-perts in the field of teaching listening will al-so participate. The conference will be held inLaGuardia Community College Theater, 31-10Thomson Avenue, Long Island City, New Yorkeasy to reach by subway, car or plane. A $10conference registration fee includes lunch. Forfurther information about the conference, call(212) 626-2718.

LANGUAGE STUDIES SYMPOSIUM

The fifth Delaware Symposium on LanguageStudies will be held October 13-15, 1983. Thetheme is "Languages in National Policies andInternational Relations." For more informationwrite to: Dr. Nancy Schweda Nicholson, De-partment of Languages and Literature, Univer-sity of Delaware, Newark, Delaware 19711.

TN, 4/83

1 1 I

JALT '83: NINTH ANNUALCALL FOR PAPERS

The Japan Association of Language Teachersexpects over 1000 participants at its Interna-tional Conference on Language Teaching andLearning in Nagoya, September 23-25, 1983.JALT warmly encourages proposals for papers,demonstrations, and workshops. Guidelines forproposals include the following components: 1)Two copies of a 200-word abstract, typed dou-ble space, only one of which should carry thepresentees name and address; 2) A separatesheet with the presenter's name, address, andthe title of the proposal (10 words or less). Indi-cate the target audience and list any technicalequipment needed; 3) A brief personal history(25.50 words). Send the proposal to the pro-gram chairman no later than June 1: RichardHarris, Nijigaoka Mansion 1207,1-1-1 Nijigaoka,Meito-ku, Nagoya 465, Japan.

VIETNAMESE STUDIESSUMMER INSTITUTEJUNE 6 - AUGUST 12

The Vietnamese Studies Summer Institute isa national program devoted to the study ofVietnamese language and culture. While focus-ing on an :titensive language program, the Insti-tute will also offer students a basic understa d-ing of Vietnamese history and culture. Since theavailable courses coincide, in part, with thesummer session at the University of Hawaii atManoa, Institute participants will also be ableto take advantage of a wide range of activitiesorganized by the University Summer Sess'on.The total number of credits students can takeduring the Institute session is 13. Tuition is $20per credit for residents and $30 per credit fornon-residents. For information and applicationforms, write: Professor Nguyen Dang Liem,Department of Indo-Pacific Languages, Uni-versity of Hawaii at Manoa, Honolulu, Hawaii96822. Telephone: (808) 948-7371.

M.A. IN LINGUISTICS ANDMODERN LANGUAGE LEARNING

The University of N ,ttingham, England an-nounces a new Master of Arts program inlinguistics and modern English language, whichcan be completed in one year (October - Sep-tember). Foundation courses are in languagevariation (dialectal and stylistic) and text analy-sis. A choice of other courses are offered: textlinguistics, discourse analysis, computationallingt 'sties, stylistics, educational linguistics, andlanguage teaching. For details, write: Tutor forAdmissions M.A., Department of Linguistics,University of Nottingham, Nottingham NG72RD, England.

MANUSCRIPTS SOUGHTFOR CROSS CURRENTS

Cross Currents is a biannual journal of com-munication, language, and cross-cultural skillspublished by the Language Institute of Japan(LIOJ). The major emphasis is on practicalideas and suggestions for classroom use andissues affecting cross-cultural colamunicationand the use of English as an international lan-guage. Manuscripts are currently being soli-cited. Please address all correspondence to'Cross Currents, Language Institute of Japan,4-14-1 Shiroyama, Odawara, Japan 250.

4 8

1 1 I

TESL OPPORTUNITIESIN THE MIDDLE EAST

Most contracts awarded in the Middle Easttoday contain training components andEnglish language training is essential to thiseffort. A listing of over 900 American companiesdoing business in Saudi Arabia, Kuwait, AbuDhabi and Bahrain has been published. The listcontains names, addresses and phone numbersof companies in the U.S. and in the MiddleEast, plus a summary of the type of workperformed. The list has an index divided byindustry (engineering, construction, communi-cations, business services, training, oil, etc.). Toobtain this useful job-hunting tool send a checkor money order for $40 to: Middle East AdvisoryBureau, Box 11324, Alexandria, Virginia 22312.Telephone: (703) 642-0341.

ISRAELI SYMPOSIUM ONLANGUAGE TESTING

A symposium on "Research on Testing Read-ing Comprehension" was conducted January 4-5 at Kiryat Anavim by the Israeli AcademicCommittee for Research on Language Testing(ACROLT), a working group within the frame-work of the AILA Commissions. This was thesecond in a series of ACROLT symposia spon-sored in part by the British Council.

Presentations were made by Robert Cooper,Raphael Nir (both Hebrew University) andBernard Spolsky (Bar Ilan University) who dis-cussed their project to evaltate functional liter-acy skills among Israeli soldiers. ChristineKlein-Braley (University of Duisburg, WestGermany) spoke about her doctoral researchregarding the doze test, and about an alterna-tive for the doze: the C-Test (whereby thesecond half of every other word is deleted).Elana Shohamy (School of Education, Tel AvivUniversity) reported on a study comparing sixmethods for testing reading comprehension inEFL on the same texts (multiple choice clues-tions in Lt and L2; open ended questions in L1and L2; summary in Lt and L2). Marsha Ben-soussan (Haifa University) spoke about chang-ing the difficulty level of multiple choice EFLreading comprehension questions.

Menucha Birenbaum (Tel Aviv University)spoke about applying latent trait and adaptivetesting to the testing of reading comprehension.Three presentations followed, each describingtests in use: Roberta Stock (Tel Aviv Univer-sity) on the University EFL Entrance Exam;Raphael Gefen (Ministry of Education) on theEFL reading component of the bagrut (mat-riculation) exam; and Peter Hargreaves (BritishCouncil) on recently developed British Councilreading comprehension tests. Andrew Cohen(Hebrew University of Jerusalem) spoke aboutresearching the process of test taking and DavidNevo (Tel Aviv University) presented stand-ards for educational testing methods and sug-gested how these standards can be applied toevaluating language tests. The symposiumended with a discussion that resulted in defin-ing priorities for research on language testing inIsrael.

A third symposium is scheduled for May 11-13, 1983 on "Language Testing at the End ofHigh School." For information about this meet-ing and other ACROLT activities, write to: Dr.Elana Shohamy, School of Education Tel AvivUniversity, 69978 Ramat Aviv, Israel.


15

ContinUed from page 15

SALUTE TO CONVENTION DAILY '83!

Convention Daily staff 1983! The TESOLNewsletter Editorial Staff/Advisory Board sa-lutes comrades in the TESOL news trades forthe really super job done at TESOL/Toronto inproducing a daily newspaper such as no otherconference knows. Our special acknowledg-ment for their creative and energetic effortsgoes to Editor-inchief Jerry Messec, Jobs EditorAlice Johnson, Features Editor Lise Winer, An-nouncements Editor Cathe Tansey, Local Liai-son Maureen Hynes, and Staff Writers andPhotographers Roseanne Harrison, Lars La-Bounty, Suzanne Firth and Janet Dawson. Andcould all the editors have managed without thecheerful and efficient work of the typists andvolunteers who included Meg Reid, Dan Drop-ko, Beth Stevenson, Phyllis Robinson, DainaGreen, Ann King, Bob King, Libby Ackermann,Shelly Pe lley, Carrie Cardner, Andrew Whit-tington, Ed Kuntz, Bonnie Bell, Elizabeth Ta-borek, Joan Hidges, Lynn Dandy, BeatrixAntoinette, Esther Meisels, Beth Alaska andHarolyn Hickey? No. Take a bow, one andall.Editor, TN.

1983 SIETAR CONFERENCE INSAN GIMIGNANO, ITALY

The ninth annual conference of the Societyfor Intercultural Education, Training and Re-search will be held May 9-14 in San Gimignano,Italy. The conference will take place in theIntercultural Center established by Interculturain cooperation with the regional government ofTuscany and the University of Siena. For fur-ther information, write: SIETAR, 1414 Twenty-Second Street, N. W., Washington, DC 20037.

DIALOGUE AVAILABLEDialogue is a newsletter on the teaching of

English and French as second languages, pub-lished quarterly by the Council of Ministers,Canada. It is available free of charge to TESOLmembers from: Council of Minsters of Educa-tion, Canada, 252 Bloor Street West, Suite 5-200, Toronto, Ontario M5S 1V5, Canada. TheFebruary issue features articles on "TeacherTraining and Professional Development."

35th ANNUAL NAFSA CONFERENCE

The 35th annual conference of the NationalAssociation for Foreign Student Affairs will beheld in Cincinnati, May 24-27. The conferencetheme is "Expanding Alliances in InternationalEducation." Detailed information from: NAFSA,186019th Street. N. W. Washington, D.C. 20009.

EDUCATION FOR UNITY IN DIVERSITYIS NA APAE CONFERENCE THEME

The fifth annual conference of the NationalAssociation for Asian and Pacific AmericanEducation will focus on the theme "Educationfor Unity in Diversity" when it meets in Chi-cago, Illinois, April 21-23. The NAAPAE, by itsvery existence, promotes unity and strengthensthe foundations of American society throughcultural, ethnic and linguistic diversity. In di-versity there a unity. This constitutes the veryfabric of American society. The United Stateshas survived and prospered from such unityanchored on the diverse human resources fromall corners of the world. In this spirit, the fifthannual conference is a national forum to ad-dress diverse needs, expectations and contribu-tions of Asian and Pacific Americans in thedevelopment of American society. Featured

speakers include Dr. Ruth Love, Chicago SchoolSuperintendent; Senator Charles Percy; and Dr.Robert Suzuki of California State University.Information from: Teresita Ramos, Dept. ofIndo-Pacific Languages, University of Hawaii,Spalding Hall 459, Honolulu, Hawaii 96822 ortelephone Chris Chweh (312)771.8300, ext. 293.

MULTI-ETHNIC EDUCATIONIN THE BRITISH SETTING

A credit program, Studying Multi-ethnic Edu-cation in the British Setting, will span twocampuses, the University of Denver and DudleyCampus (Wolverhampton Polytechnic Institute,England) from June 8 to 24.

The program will begin with one week on theUniversity of Denver Campus, June 6-9. Profes-sor Edith King of the School of Education, UD,will give presentations on the history and back-ground of race relations and multi-ethnic educa-tion in Britain. The course will also examineethnic and race education, mother tongue andESL teaching in Britain. On June 9th the courseparticipants will leave for Britain, where theywill visit multiracial and ethnically diverseschools at either primary or secondary level forobservation (or participation, if desired). Liv-ing accommodations will be arranged on theDudley Campus, site of the beautiful and histor-ic Dudley Castle, and within walking distanceof a number of schools. Hospitality and recep-tions with British teachers and university facultyare planned. Cultural activities are planned aswell. Total estimated costs (based on four aca-demic credits): $1,830. For more information,contact: Dr. Edith King, School of Education,University of Denver, Denver, Colorado 80208.Telephone. (303) 753-3646.


Two Important Reference Books from MINERVA That Youand Your Students Won't Want to do Without . . .

DICTIONARY OFTWO WORD VERBS FORSTUDENTS OF ENGLISHEugene J. HallTwo-word and threeword verbs are oftena stumbling block for students learningEnglish as a foreign language. What dothese verbs mean? Which take objectsand which do not? Which have parts thatcan be separated? When must the partsbe separated? This book answers thesequestions for several hundred of the mostcommon multiple-word verbs. Each entryis followed by a definition ind a codewhich shows whether the verb takes anobject and whether it is separable.Following this information, the meaningand use of each verb is further clarifiedby means of an illustrative example.128 Pages

DICTIONARY OFPREPOSITIONS FOR.

STUDENTS OF ENGLISHEugene J. Hall

Prepositions are short words of highfrequency that serve a functional purposeat the same time that they retain a variety

of meanings. This book illustrates boththe uses and the different meanings of

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Examples are also given of commt,prepositional phrase .

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TN 4/83


NEW AFS PROGRAM WITH THE PRC

AFS International/Intercultural Programs(formerly the American Field Service) launcheda new program in December 1982 with thearrival of twelve teachers of English from thePeople's Republic of China.

Aged 22 to 29, the participants in the ChinaTeachers Program will live with an AFS familyfor seven months while interning in Americanhigh schools. As student teachers, they willstudy the methodologies for teaching Englishas a second language in the United States andthe application of these methods in China.

"This is the first such program for AFS andfor the People's Republic of China," stated DonMohanlal, AFS Vice President for Latin Amer-ica, Canada, Asia and the Pacific. He con-tinued, "Unlike other programs for teachersfrom the People's Republic of China, theseeducators are younger in age, will be living in afamily environment, and will be interning inonly one school and community for the entireseven-month period. We believe this programwill promote intercultural learning and under-standing for all the participants, Chinese andAmerican."

The teachers will receive an intensive ten-day orientation at Queensborough CommunityCollege, New York. Orientation will includeinstruction in English as a second language, lec-tures on the American educational system andvisits to local high schools.

Mid-stay, AFS will organize a workshop forthe teachers to review the teaching methodsand discuss their possible replication in China.

Communities that will host the twelve teach-ers are: Moscow, Idaho; Kent', \Washington;Eugene, Oregon; Palo Alto, California; Cleve-land Heights, Ohio; Clear Creek, Texas; Birm-mglanr, Miehigatv, University City, Missouri;Hyattsville, Maryland; Parsippany, New Jersey;New York City, New York; and Hingham,tdassachusetts.

The traditional AFS provram, a homestay fornigh school st adents prumotes cultural aware-ness as a mea is of better understanding amongnations. Annually, 4 FS acilitates over 5.000exchanges in 60 countries. AFS is currentlydeveloping new and diverse .ugrams to meettoday's ne,:c1 for interculth.al learning upper-tunities.

BE A LEARNING TRAVELER

Travel can be more rewarding this year. Itcan be a learning experience with the world asyour classroom. Time abroad can be spent onan archaeological dig in Greece; studying Is-lamic civilization in Cairo; psychology in China;or honing your language skills, whether it beSpanish, French, Italian, Japanese, Russian, oreven as exotic as Swahili or Mongolian.

The Learning Traveler series, published bythe Institute of International Education, are theonly books of their kind which offer a multitudeof study and travel opportunities for combiningsubject fields from archaeology to zoology withtravel anywhere from Australia to Uruguay.Here lies the ticket to many fulfilling and enrich-ing study/travel experiences.

U.S College-Sponsored Programs Abroad:Academic Year (Vol. 1) describes over 800semester and academic-year study programsaround the world sponsored by accredited U.S.colleges and universities. The companion vol-ume Vacation Study Abroad lists over 900 for-

eign study programs ranging from three days tothree months, organized during the months ofApril through October, sponsored by U.S. col-leges and universities, foreign institutions, andprivate U.S. and foreign organizations. Most ofthe programs also include either travel or built-in time for exploring the host country.

The directories contain all the vital informa-tion needed for enrolling in a foreign program:when, where and how long the programs are;pre-session orientation; course descriptions, cred-it, teaching methods, language of instruction;housing; costs; scholarships: work-study, andprogram evaluation. Although the series is gear-ed toward the college student, The LearningTraveler describes many programs open tohigh school students and adults of all ages.

The Learning Traveler series is the result ofan annual survey conducted by the Institute ofInternational Education. Each volume costs$9.95. To order a copy of either volume, send acheck for $9.95 to: Communications Division,Box TE, Institute of International Education,809 United Nations Plaza, New York, NY 10017.

NEW JERSEY CONFERENCE ONBILINGUAL/ESL EDUCATION

The sixth statewide conference for bilingualand ESL educators will take place on April 21-22. The theme for this year is "Bilingual Educa-tion: Alliances for Continued Success." In accor-dance with the theme, the conference will beco-sponsored by many organizations includingthe New Jersey Departments of Education andHigher Education, the Bilingual Education Ser-vice Center of Georgetown university, andNew Jersey Teachers of English to Speakers ofOther Languages/New Jersey Bilingual Educa-tors, among others. Over nine hundred partici-pants are expected to attend over sixty work-shops on curriculum, teaching strategies andassessment techniques. For more information,telephone. Linda Dold-Collins (609) 292-8736or Narcisa A. Polonio Jones (609) 292-6835.

,;A:61;;ANNQUI4OEMENT.OF,,,INTEREST;TO:;COMPOSITIOIi: ,'1AND:-..wRinr10'.TEAOtIERR'..

AiiiereiliAsteieliiiii;Oinlioilticii andvvritingis ugh . fo special ii ti of-"tare'

on adult and bighei"edif§atio014te,;finvited. Iricludeabrief;desori o °E t}14.;

tattcles:wIDappea:ariakpecialiygeiOdle==,

t.,vieger4atithelendsof3feyear.lti*1111fr? I.ZfieidiafbitaCtCEditerAnn:R006f:;iiiieig6)1467cVNY*; ,

though they iiiiy,,be.bsia:ed0Tuale...Copferencik,.00sent4tidnpiiiiii,eh,

us

tp.3006*(444(ticriighrskjiter` papersare" "equally welcome

461141i0i,In

a 50

COMMUNICATION ANDDEVELOPMENT IN AFRICA AND THE

AFRICAN DIASPORA

The University of the West Indies at CaveHill, Howard University, and the National Com-munication Association will co-host the SecondWorld Congress on Communication and Devel-opment in Africa and the African Diaspora. Theconference will be held July 24-28 in Bridge-town, Barbados.

The purpose of the Co.. tress will be to pro-vide a forum for scholars and practitionersfrom Africa, the Caribbean, and the UnitedStates to: 1) discuss the state-of-the art in fivemajor sub-specialties of communications as theyrelate to human, social, and economic develop-ment for African, West Indian, and Black Ameri-can people: a) mass communication, b) linguis-tics, e) rhetorical communication/theatre, d)intercultural/international communication, ande) communication disorders; 2) idendfy commu-nication issues and problems as they relate lcthese same populations; and 3) develop theoret-ical and applied models to address issues andproblems identified by the participants:

Communication professionals and the generalpublic are invited to attend the Congress. Twoeducational tours have been planned by theorganizers, one to Barbados and the other toBarbados, Trinidad, Tobago, Haiti, and Jamai-ca. Information from: Orlando Taylor, CongressCoordinator, P.O. Box 65, Howard University,Washington, D.C. 20059 Telephone: (202)636.6711.

1984-85 ADVANCED RESEARCHFELLOWSHIPS IN INDIA

Twelve long-term (six to ten months) andnine short-term (two to three months) researchawa:ds, without restriction as to field, are of-fered for 1984-85 by the Indo-U.S. Subcommis-sion on Education and Callnre. Applicants mustbe U.S. citizens at the post-doctoral or equiva-lent professional level. The fellowship programseeks to open new channels of communicationbetween academic and professional groups inthe United States and India and to encourage awider rnge of research activity between thetwo countries than now exists. Therefore, scho-lars and professionals who have limited or noexperience in India are especially encouragedto apply.

Fellowship terms include: $1,200 - $1,500 permonth, depending on academic/professionalachievement and seniority, $350 per monthpayable in dollars and the balance in rupees; anallowance for books and stud)/ travel in India,and international travel for the grantee. In addi-tion, long-term fellows receive internationaltravel for dependents, a dependent allowanceof $100 - $250 per month in rupees; and a sup-plementary research allowance up to 34,000rupees. This program is sponsored by the Indo-U.S. Subcommission on Education and Cultureand is funded by the United States InformationAgency, the National Science Foundation, theSmithsonian Institution and the Government ofIndia.

The application deadline is July 1, 1983.Application forms and further information areavailable from the Council for InternationalExchange of Scholars, Attention: Indo-A meri-can Fellowship Program, Eleven Dupont Cir-cle, Suite 300, Washington D.C. 20036, Tele-phone:/202) 833-4985.


17


SECOND LANGUAGE ACQUISITIONAND SECOND LANGUAGE TEACHING

A two-day conference, June 24.25, Univer-sity of South Florida, Tampa, Florida. Thepurpose is to increase awareness of current the-ories, methods, research and issues in secondlanguage acquisition and learning. Appropriatetopics in linguistics (theoretical and applied),ESL, psychology, and education are welcome.Send abstracts (500 words or less) by May 1,1983 to: Linguistics Club, Linguisti?s Depart-ment LET 293, University of South Florida,Tampa, Florida 33820. Any requests for infor-mation should also be sent to the above address.

28th ANNUAL IRA CONFERENCE

The 28th annual conference of the Interna-tional Reading Association is scheduled for May2-6 in Anaheim, California. For information,write: IRA, Conferences Department, 800 Barks-dale Road, P.O. Box 8139, Newark, Delaware19711.

WORKSHOP: MOTIVATING CHILDRENAND ADULTS TO ACQUIRE ANOTHER

LANGUAGE

The featured lecturer at this August 1-5workshop at Calvin College, Grand Rapids,Michigan is Dr. James Asher of San Jose StateUniversity in California. The workshop willinclude lectures on psycholinguistics and oncomprehension training; live demonstrations ofthe *'Total Physical Response" approach; su-pervised practice sessions; and development ofmaterials for classroom use. The cost is $200.Two semester hours graduate credit, 0.8 course

....4=111

credit will be given. The application deadline isJuly 4. For more information, write: Dr. BarbaraCarvill, German Department, Calvin College,Grand Rapids, Michigan 49506. Telephone:(616)957-6365.

TESOL '83 PROCEEDINGS

For those members of TESOL who wereunable to attend the 1983 convention in Tor-onto, Audio Archives of Canada has availableon cassette recordings of many of the sessionspresented at TESOL '83. Tapes are $7 (Cana-dian) plus postage and handling ($1 for the firstand 50c for each additional tape.) A completelist of titles will be included in the June News-letter, or interested persons may write directlyto: Audio Archives of Canada, 7449 VictoriaPark Avenue, Markham, Ontario L3R 2Y7, Can-ada.

PAPERS SOUGHT FOR CONFERENCEON LANGUAGE DEVELOPMENT

The Boston University School of Educationannounces the eighth annual conference onLanguage Development, October 7.9 at theGeorge Sherman Union, 775 CommmiwealthAvenue, Boston. Papers on such topics as firstand second language acquisition, bilingualism,language disorders, reading, writing, testingand evaluation, sign language, neurolinguistics,sociolinguistic interaction, and language acquisi-tion in disordered populations will be consid-ered for presentation at the conference. Thedeadline for submission of abstracts is June 1.To obtain abstract guidelines and informationon preregistration and local arrangements,write: Language Development Conference,School of Education, Boston University, Bos-ton, Massachusetts 02215.

fhat's 011

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Second AnnualRocky Mountain

TESOL Convention

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October 13-15,1983Hilton Tri-Arc

Salt Lake City, Utah

For more Information, contact

Program Chair.Mary Ann Christison150 College AvenueSnow CollegeEphraim. Utah 84627(801) 283-4021 ext 219

Convention Chair.Neil J. Anderson

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At ELS li "onsour as makethe erence!!!

Toll Free Order HotlineYour order gets Same DayServicePermission to duplicatetests60% discount on cassetterecorders

For our ESL/EFL catalog, call or write:ELS Publications5761 Buckingham Pky.Culver City, CA 90230213-642-0994

Toll Free Order Hotline 1-800-547-1515 (In Olt AK. a call collect.5034415771)

51 TN 4/83

HELPING STUDENTS SORT OUTPHRASAL VERBS

English has hundreds of phrasal verbsand the capacity to produce many more.In the modern world we are all too oftenripped off, burned out, put down, freakedout, and occasionally we luck out. Notonly is the number of phrasal verbs in-creasing, but verb-particle combinationsseem to be forming tighter units. Wesense, for instance, that the decline in suchutterances as For what are you looking?shows a growing tendency among speak-ers of English to consider prepositions assomehow glued to the verbs they follow,rather than as movable units of meaning.The cementing is complete in nominal-ized forms like printout and handout.

These admittedly speculative ideas sug-gest that the ESL student's need to under-stand this already troublesome feature ofEnglish will only increase in the future.What follows is not so much a classroomrecipe for teaching phrasal verbs as a use-ful road map that we can easily pass on toour students. This road map works in con-junction with the Longman Dictionary ofContemporary English (LDOCE), and wefeel that the student who has learned touse this approach will face :,onsiderablyless difficulty in dealing with phrasalverbs.

Students' problems with phrasal verbsfall into two broad categories: lexico-semantic (vocabulary problems) and syn-tactic (word order problems). Studentsoften fail to think of the two- or three-word verb as a semantic unit with a spe-cial meaning. This is especially true ifphrasal verbs do not exist in the student'sown language, and, with the exception ofGermanic languages, such is usually thecase. When a single word conveys themeaning in their native language, studentsfind it hard to see the importance of theparticle, or final word, of the Englishphrasal verb. (Contrast colums 1 and 2 inthe chart below.)

by Eileen K.

As a result, they produce sentences like:

'Turn the stove.'Pick the laundry.

instead of:Turn on the stove.Pick up the laundry.

They also confuse phrasal verbs like takeoff and take out where the only differenceis a couple of letters in that extraneous(they think) second word.

The second major probiem, the syntac-tic one, involves the placement of objectsin relation to particles, and it is here thatteachers and textbooks sometimes tend tocreate more confusion than is necessary.Students are led to believe that they needto memorize a "separable" or "non-separ-able" label for every phrasal verb theylearn in order to avoid such errors as:

Pick up it.'Throw away them.1 heard them from.

Of course, if the object can be expressedas a noun, the student has an escape hatch.Even though other syntactic options mayalso be available, placing the noun objectafter the particle will always be correct.

Pick up the laundry.Throw away the papers.I heard from my parents.

Knowing this can be especially useful inconversation when it is impossible to stopand check an authority.

Although our students should be awareof this escape hatch, they should not let itbecome their only way of handling thesituation. They still must work towardnative-like usage, which does, indeed,involve separation in some cases.

MI phrasal verbs fall into one of fourcategories. First, if a two-word verb iscomposed of a verb and a preposition(call on, run into, go over, hear from seeRow A in the chart), the pre-position, as

SORTING OUT PHRASAL VERBSwith help from theLongman Dictionary of Contemporary English

Column1* Column 2 Column 3Row A Mira lo. Look at it.

Btiscalo. Look for it.

Row B Sopdrtalo. Put up with it.Repaso el frances. I'm brushing

Row C Recdgelo.Bdta lo.PrtIndelo.Apdgalo.

Pick itThrow it away.Turn it on.Turn it off.

Row D Mc levantd. I got up.Regresd. I came back.La Iluvia disminityd. The rain le . up.

'Spanish is used for illustrative purposes only.

verb + preposition combinations,arked v prep in LDOCE

re-word verbstked v adv prep in LDOCE

t;ve two-word verbsmum._ , adv (r) in LDOCE

Intransitive two-word verbsmark-ul (I) in LDOCE (may be

v ads er v prep)

52

Blau, Joan B. Gonzales and John M. GreenUniversity of Puerto Rico at Mayaguez

its name suggests, must precede any ob-ject, and therefore these combinations arenon-separable. In the LDOCE these arelabelled v prep. Second, all three-wordverbs (Row B in the chart) are also non-separable, as the third word is always apreposition, and therefore must precedeits object. The LDOCE labels these v advprep. Third, all transitive two-word verbsthat are not verb + preposition combina-tions are separable (Row C of the chart).The LDOCE labels these v adv (T). Final-ly, all intransitive two-word verbs (Row Din the chart), whether they are v prep or vadv, are by definition non-separable.Clearly, if a verb takes no object, there isno need for a student to memorize whetheror not it is separable by an object. Suchphrasal verbs are labelled (1) in theLDOCE. It should be noted that some vadv phrasal verbs may be either transitiveor intransitive:

My mother gets me up at sevenevery morning.

I get up at seven every morning.The dictionary clearly identifies both uses.But of course, the phrasal verb is separa-ble only when transitive.

Students can thus confront the syntactic(word order) problem presented by two-word phrasal verbs with pronoun objectsby referring to the LDOCE to see whethera given phrasal verb is v adv or v prep andremembering that separation is obligatoryin the first case but not permitted in thesecond. No object means no problem.Nor is there a problem if the phrasal verbhas three words. As the chart shows, onlyone out of four categories requires separa-tion with pronoun objects. Anymemorization of separable/non-separableoutside: of this category is counter-produc-tive. A student who is unsure whether ornot a verb is transitive can consult the dic-tionary.

As for the vocabulary problem, ESL/EFL students should realize that this iswhere most of their attention should befocused: on learning the meanings of thesesemantic units and, then, using them whenthe communicative situation arises. Thefact that most phrasal verbs have separa-ble entries in the LDOCE is certainly ahelp, as are this dictionary's exceptionallyclear definitions.

What seemed like utter confusion hasthus been cut down to four categorieswhich easily tie in with the labels of theLDOCE. All the non-native speaker needs,then, is the knowledge of how to use theLongman Dictionary and a willingness topick up new vocabulary.

TN 4/83 19

COUNTING THE COST OFTESOLINC INTERNATIONALLY

February 12,1983. I have just emerged frombudgeting my trip to the forthcoming TESOLconvention in Toronto, and I'm suffering fromshock, a shock which, I'm sure is shared bymany TESOL members who have consideredgoing to the convention.

However, I'm not complaining; I'm going. Ilove TESOL and I wouldn't miss the conventioneven though it will cost me more than a month'swages. But I know plenty of people who aren'tgoing because a month's salary or more is anexpense which is quite out of the question. I amone of the lucky ones, but what can we do tohelp those other TESOL members who are notso fortunate? I feel that there are two types ofanswers to my question: the first has to do withTESOL; the other concerns self-help.

Since 'Ile types of help that TESOL can offerwill undoubtedly be discussed at some length atTESOL/Toronto, I will reserve for the JuneNewsletter afull report on the outlook for helpfrom TESOL, concentrating here on self-help.

Realistically speaking, it is probable that thereis relatively little that TESOL can do to ease theproblem of convention expense, so it is not tooearly to begin to discuss the areas of self-help asa major solution to the expense problem. Part ofthe solution lies in the increasing vigour of eachinternational affiliate and in the increasingnumber of conferences and workshops eachcan organize. An option, one which I havealready argued strongly for, is the formation ofTESOL 4 which could hold their ownregional a- .tions annually. Perhaps a Euro-TESOL conference will be possible in 1984.Hopefully such a conference would be able toattract some major speakers from North Americawithout having to pay them expenses. Another

and much smaller scale solution is forregions to work together on a "speaker circuit,"ar.anging for someone on TESOL's list of speak-ers to tour a circuit of neighbouring TESOLaffiliates, thus spreading travel costs and ex-pertise more widely. However, if other TESOLaffiliates have a budget like that of TESOLScotland, it would again be necessary to turn toTESOL for help with this. A less expensivealternative would be for TESOL to assemble alist of "local" speakers, i.c., speakers recom-mended by TESOL who live and work withinthe region and would be willing to speak forexpenses only.

Within all this, there remains the need tomaintain the idea of one international TESOLorganization, which cares about and unitesteachers of English to speakers of other lan-guages everywhere. What we do must add to,

not detract from TESOL itself. The valueof TESOL lies in It variety, its ability to adaptand absorb, in its appeal to different peopleand its responsiveness to needs. It is thesequalities which make it certain that ways will befound to make the best of TESOL available tomany more people.

Liz IlampLyonsInstitute for Applied Language StudiesUniversity of Edinburgh21 Ilid PlaceEdinburgh EII8 OUPScotland

20

FLINDERS AND COURIS HEAD UPNEWS BULLETIN IN EUROPE

As the number of TESOL affiliates in Europeand the Mediterranean region grows, an ex-pressed need has been voiced for a newsletterwhich will communicate basic informationabout organizational matters. Thus, TESOL-Europe/ Mediterranean News Bulletin made itsappearance in November 1982 with StevenFlinders (Pads) and Lilika Courts (Athens) asco-editors. The first issue was mailed to repre-sentatives in England, France, Germany, Greece,

Ireland, Israel, Italy, Scotland and Spain as wellas to TESOL.

Our best willies and congratulations to the newest of TESOLof filiate neuxtetterd Editor. TN

LEXICOGRAPHY CONFERENCE

The International Conference on Lexicogra-phy will be held September 9-12 at ExeterUniversity, England. For full information, writeto: Dr. Reinhard Hartmann, The Language Cen-tre, University of Exeter, Queen's Building,Exeter, Devon EX4 4Q11, England.

From Regents

Words, Words, Words (Book 1 and Book 2)W. D. Sheeler and R. W. Markley

Two books on English word formation with affixes and internalchanges. Synonyms, antonyms, homonyms, compound words, idi-oms, and usages of specific words are also treated. Both books featureend-of-section review lessons and complete answer keys. An addedfeature is a handy dictionary contained in 1,00k I.

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53 TN 4/83

UPDATE ON ESL IN TEXAS

September 10, 1982To the Editor:

The letter from Mr. Robert Tipton (TN, Au-gust 1982, p. 17) seeking to point out "certaininaccuracies" in the article "ESL: Now It's theLaw in Texas" (TN, April 1982, p. 1 ff.) affordsme the opportunity to bring to the attention ofthe membership of TESOL an up-date on ESLin Texasor what has happened to further thecause of ESL certification/endorsement sinceth' publication of that article.

First I will address some of the statementsthat Mr. Tipton makes in his letter and thenwill address the matter of an up-date:1. 'The second paragraph of Mr. Tipton's lettersuggests that an inaccuracy exists in the state-ment that bilingual education is only requiredfrom kindergarten through the third grade. Thisis a misinterpretation of the intent and substanceof our statements, and we would like to makeourselves clear once again: what Mr. Tiptonfailed to read was that we (p. 3) listed theeffects of Texas Senate Bill #477 by citing fromthat bill: "Bilingual education his required)through the elementary grades."2. As his second point Mr. Tipton lists the sixcomponents of the undergraduate bilingualteacher education program, as did we but ingreater detail. Out information was obtainedfrom the Division of Teacher Education (TexasEducation Agency) in a memorandum entitled"Teacher Education Prograe. 'requirements forBilingual Education Cerlif.eation."3. As we indicated, the 24-hour program for theendorsement of bilingual teachers is designedfor the "experienced" teacher but one who hasnot actually taught in an approved program.The 12-hour program is designed for the teacherwho has had at least "one year of successfulclassroom teaching experience in an organized/approved bilingual education program." Mr.Tipton failed to mention that the candidate forthe 12-hour endorsement must be examined for"oral and written proficiency in the language ofthe target population...:'

The intent of our article was to chart theprogress of ESL certification/endorsement inTexas, and our intent now is to summarize whathas transpired since its publication.1. In July 1982, the 5th U.S. Circuit Court ofAppeals "reversed" the Memorandum Opinionof U.S. District Judge William Wayne Justice.Judge Justice's opinion would have requiredthe State of Texas to provide bilingual educationin all grades of the public school system. The5th Circuit Court of Appeals argurd, however,tat "Oral arguments and an exhaustive canvassof the vast record have convinced us that thefactual underpinnings of the proceedings belowwere too severely flawed to serve as the basisfor the truly momentous decree of the trialcourtone that affects the education of everystudent of limited English-speaking ability inthe State of Texas"; therefore, "We reverse."(San Antonio Express, July 13, 1982, p. 1).2. Texas Senate Bill $477 requiring bilingualeducation in the elementary grades and ESL inthe secondary grades remains in effect, however.But events have taken place which might servei.to compromise or even seriously weaken theintent of the law. Instead of the 24-hour require-ment for ESL teachers advocated by the TEX-TESOL Affiliates, only a 12-hour endorsement

TN 4/83

was approved by the Texas State Board ofEducation. The 12-hour endorsement is designedboth for the experienced teacher and for theprospective teacher who student taught in ESL.In effect, then, the result of the 12-hour endorse-ment will be to provide ESL classrooms withteachers who have had only the minimum num-ber (if that) of courses recommended by TESOL(see the TESOL Guidelines f or the Certificationand Preparation of Teachers of English toSpeakers of Other Languages in the UnitedStates). Optimistically, it is a start and one-halfof a well-prepared ESL teacher is better thanone with little or no preparation.3. The 12-hour ESL endorsement program waspassed by the Texas State Board of Education;but in a curious interpretation of the law theState Board propnsed an amendment to theState certification law which will permit teacherswith a bilingual education endorsement to teachESL. The State Board of Education also agreedto "permit teachers assigned to teach English asa second language during the 1981-82 schoolyear to continue in the assignment when specifi-cally requested by a local school district with-out having to meet additional requirements"(State Board of Education Report, Texas Ed-ucation Agency, June 12, 1982). The effects ofthe above will be commented upon below.

Where are we today, all things considered?:the good news is that ESL is the law; the 12-hour course requirement is mandated (fewerhours than what we had asked for but morethan we had at this time last year); programs toprepare ESL teachers are being pur in place invarious colleges and universities in Texas. Thebad news is that any 12-hour program providesonly minimal academic preparation, and theproposed amendment of the State Board ofEducation may serve to keep unprepared ESLteachers in the classroom, make further aca-demic preparation seem unnecessary and un-attractive, and, more important, may also pre-vent prepared teachers from finding jobs.

Curtis W. HayesCollege of Social and Behavioral ScienceUniversity of Texas at San AntonioSan Antonio, Texas 78285

REGIONAL MEETINGS SUPPORTED

December 4, 1982To the Editor:

I would like to support the idea . . . that anemphasis should be placed on regional meet-ings. An analysis of the statistics [of the 1982convention in Honolulu) published in the news-letter indicates that over a quarter of the USparticipants came from Hawaii. I am sureHawaii has many fine programs, but it doesnot represent one-quarter of what is goingon in TESOL today. If you add in participationfrom other West Coast states, it becomes ap-parent that, in fact, the annual meeting was arather large regional meeting. Moreover, if EFLteachers are as underpaid as reclnt articlesthis newsletter have indicated, it seems contra-dictory to schedule long, expensive conferemesthat drain the limited resources of all exceptthose who receive travel funds. If TESOL isgoing to persist in putting most of its energyinto these conferences, then it should at leastorganize the sessions around topics with a num-ber of speakers. This would make for moreinterchange (and more argument) than presentlygoes on as well as saving the convention-goerendless running between meetings.

Joel BlochUniversity of Nebraska at OmahaOmaha, Nebraska

54

CORRECTK ON CILT

September 28, 1982To the Editor:

May we correct a small factual error in Comesde Niatos interesting paper in TESOL News-letter, Vol. 16, No. 4, 1982, p. 29?

The Centre for Information on LanguageTeaching and Research is not part of the BritishCouncil, but a government-funded independenteducational charity. Its function is to collect andco-ordinate information about all aspects ofmodern languages and to make this informationavailable for the benefit of education in 13..iten.

Under an agreement with the Council ofEurope, CILT collects information on researchin languages, including EFL, and co-ordinates anetwork of centres nominated by Europeangovernments to exchange such information.CILT also accepts the language problems ofethnic minorities within its area, includingtheir learning of English as a second languagesod the development of their mother tongues.

The work of CILT is complementary to thatof the British Council. which is concerned withsimilar services for Enezh as a foreign language(EFL) abroad or to students temporarily study-ing in Britain. These services used to be pesformed i.y the English Teaching InformationCentre (ETIC). ETIC was recently abolishedas part of a more general reorganization of theEFL activities of the Council. Many ETICfunctions are now performed by the Council'sCentral Information Service (CIS) and the Eng-lish Language and Literature Division (ELLD).None of these have been taken over by CILT.

The Language Teaching Library, which main-tains an extensive reference collection (25,000volumes and 400 Journals) on languages, lin-guistics and language teaching, is Jointly main-tained by CILT and the British Council and isopen to teachers of modern languages and EFLfrom Britain and overseas during working hours,Monday-Friday, as an open-access public li-brary.

J L M TrimDirector, CILT20 Carlton House TerraceLondon SW1Y SAP

CANDIDATES' VIEWS ONISSUES NEEDED ON BALLOT

December 23, 1982To the Editor:

I recently received my TESOL ballo,, includ-ing biographic information on the variouscandidates 1 was, as always, very impressedwith the academic accomplishme.. s of thecandidates and their academic qualifications.

I was also, as always, disappointed that noin formtion was given concerning their viewsof The issues confronting ESL teachers today.As more and more of our members are eitherforced out of the field or into inadequate posi-tions because of various budget cut', it wouldbe inmesting to know what opiniuns the can-didates have concerning these more immedibread and butter issues. The days whenwas a small organization of tenured unive..tyfaculty are long over, and I think it would beuseful for the adminirtratio to address itself tononacademic as well as academic co:aidera-tions.

Cc orge CalainbaSysorex Institute10590 Nor % Tantau AvenueCupertino, California 95014


21

LETTERS Continued from page 21

ESP FOR THEOLOGY

September 24, 1982

To the Editor:. . . as an instructor training students who are

studying theology and Bible-related subjects, Iam very interested in knowing whether or notthere are any ESP or ESL materials written forthis area of study. Any help or suggestions fromyour readers would be greatly appreciated.

Connie R. KingsburyLife Bible College at Los Angeles1100 Glendale BoulevardLos Angeles, California 90026

INTERNATIONAL COLUMNON TARGET

December 9, 1982

To the Editor:In support of Liz Hamp-Lyons' point-of-

view, I would like to say that she is quite rightabout the necessity and importance of an inter-national column in TN. I also agree with her onthe issue of regional conferences. I would loveto have attended the conference in Hawaii, but Icould not afford the fat ? on the salary I wasmaking in Jamaica. IV' my that, it was just toomuch for such a short 1eriod.

Yvonne A. AndersonMontreal, P.Q.Canada

EXCHANGE OF ENGLISH ANDJAPANESE TV PROGRAMS SOUGHT

To the Editor:I'm a member of JALT, teaching English to

both children and adults. I'm looking for some-one in the States with whom to exchange TVvideo (VHS) programs children's programs,cartoons, soap operas, educational programs,etc. I, in turn, would tape Japanese programsfor them.

I would appreciate it very much if you couldput me in touch with someone who would beinterested.

Luke McMahonShibata

1-19-5 Minami AoyamaMinato-ka, Tokyo 107,Japan

A RESPONSE TO TIMOTHY ROBINSON

February 16, 1983

To the Editor:I congratualte Mr. Timothy Robinson (Letter,

TN Dec. 1982) on never having felt exploited ineight years of teaching EFL. Either his situationis a most unusually good one, or he is adequatelyaware of the problems which face many EFLprofessionals.

Mr. Robinson makes a very .0_ od point whenhe states that much discrimination or exploita-tion perceived as directed towards EFL/ESLteachers should better be seen as discriminationagainst education in general and part-timeteachers in particular. It is certainly true thatproblems such as low pay, lack of job security,and lack of professional or personal benefitsprograms apply to many part-time teachers,whether in EFL or French or art. Insofar as thisis the case, what this tells us is that EFL part-


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LETTERSContinued from page 22

time teachers should seek strong unions andother associations with other groups havingmutual interests and concerns. It cannot becoincidence that the group of EFL profession-als with the highest overall salaries and bene-fits, as reported in the February TN, are publicschool teachers, the only widely and effectivelyunionized group. However, I still believe thatthere is a basic flaw with his analysis.

EFL is still not, in many places, recognized asa real profession requiring specialized training.The attitude that any person who can speakEnglish can teach it is still at work and contrib-utes to the policies of hiring non-professionals,or people with no EFL training, e.g., hiringpeople with a background in English literatureto teach non-native speakers English composi-tion, or asking geography and history teachersto add an EFL course in their spare time.Morr over, the non-recognition of the basicimportance of language skills for other subjectsleads too many administrators and others toregard EFL courses as a frill, and at least insome places has led to a disproportionate per-centage of EFL teachers being let go comparedto other fields, even when potential enrollmentis high. I strongly agree with Mr. Robinson thatcareful research needs to be carried out todetermine how extensive and important thisphenomenon really is.

However, Mr. Robinson's recommendationson what to do in an unsatisfactory job situationseem naive and even insulting. To say that"some research into the situation could usuallyat best [sic] explain the situation and perhapsoffer suggestions as to how to alleviate a prob-lem" indicates that Mr. Robinson's colleaguesand administrative superiors have been unusu-ally cooperative. To say that if this provesimpossible, one would be better off "finding anew job and crossing [the old one] off as a badwork experience, rather than a professionalproblem' is being insensitive both to the situa-tions and to the people involved in them.

First of all, if teachers, or any other exploitedpeople, leave a bad situation and do not fight,that situation will not change. Furthermore, it ismore likely than not that other available situa-tions will have many of the same problems.Secondly, other jobs are hard to find. The cur-rent recession, and particularly tree specificcutbacks in governmental langun. trainingprograms, has made many school boards andother institutions cut back their services.Guided by the attitude towards EFL describedabove, it is clear that in some institutions, atleast, the axe has fallen more severely onteachers in EFL than in other areas. Again, it isindeed difficult to extrapolate from a few spe-cific situations to an overall problem, but thispossibility cannot be ignored. The number ofEFL jobs available to apply for is particularlysmall if you are tied to a particular locality. Ofcourse, this affects any job-seeker, but in refer-ring to Mr. Robinson's advice to simply give upa bad job, either Mr. Robinson is footloose andfancy free, or he has a remarkably flexible andunderstanding family. For those with familiesto support or with a spouse who has a good job,for those tied strongly into their communities,the question of job mobility is not so easy.Coupled with general job insecurity and thelack of readily available jobs, most peoplewould choose, understandably, to hang on towhat they've got.

On the specific problem of tne advertise-ment for the teaching position in the People'sRepublic of China, Mr. Robinson states that the

financial remuneration was unacceptable. Idon't know how much this actually amountedto, but a closer exaniination of this type of casewould put it in some perspective. On the spe-cific question of salary, Mr. Robinson may havebeen hired previously to teach in countrieswhere the resources available for educationhave been substantial, and where the countrycould afford to spend large amounts of inane}on salaries and other benefits such as tax exemp-tion and travel expenses. Not ever} developingcountry has vast holdings of foreign hard cur-rency because of a particular advantage such asoil sales. Many developing countries do nothave the resources to pay foreign teachers sala-ries which are large or even equivalent to U.S.levels; in some cases, the foreign teachers arealready getting paid more or receiving morebenefits than the local teachers. As for movingexpenses, while some universities in the U.S.and overseas do oft.^r to pay moving or travelexpenses for new faculty, many more do not,especially for non-permanent positions at lowranks. And what about exchange positions?What about those who would like to participatein this but who do not have a secure position tooffer in return?

As Mr. Robinson himself states, he values theamount of time his job leaves him free and theamount of travelling he has done in connectionwith his teaching. Why is he surprised thatother people should feel that this is a valid con-sideration for them as well? China is perhapsthe best example of the travel benefit bonus ofteaching EFL. It is still not a country where onecan just roam around the countryside as aninterested tourist or itinerant EFL teacher.Many people would appreciate the special treat-ment and opportunities they have while work-

ing there. (In light of the question of discrimi-nation, it would be interesting to find out ifforeign teachers of other subjects recruitedunder similar progra.,.. are treated equally.) Inaddition, os erseas experiences, not least inChina, can certainly be parlayed into a careerspringboard back home.

People are, I think, reluctant to criticize for-eign institutions or national policies. There areother areas besides salaries that one mightcomplain of abroad. sexual or racial segrega-tion, working conditions, large classes, lack ofcertain facilities, or just differences which arehard to adjust to. But when you go overseas toteach, you are a visitor and a learner, as well asa teacher and professional, and other factorsbesides salary must be taken into consideration.Most people start with what they know about;there are plenty of advertisements for EFLpositions in the U.S., for example, which re-quire overwhelming teaching, administrative,testing, and development duties for faculty, atlow salaries, under poor conditions, and withno moving expenses or benefits.

I am not for one moment advocating thatEFL professionals should sell themselves short.I fervently support the call for more researchon the quality of working conditions in EFLand the recognition of common problems thatwe have with other professionals. But I wouldnot like to see our real needs and real problemsdismissed as foolish.

Lise WinerDept. d'etudes anglaisesUniversite de MontrealC.P. 6128, Suce, "A"Montreal, P.Q.Canada H3C 3J7

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NNETESOL EXECUTIVE BOARDINSTALLED AT NOVEMBER MEETING

Northern New England TESOL announcedelection results at its annual fall conference onNovember 5-6, 1982. They are Jane Grover,president; Mark Ankarberg, president-elect;Denise Ankarberg, secretary; Diane Dugan,treasurer; Susan Jenkins and Ann Remus NewHampshire representatives; Mavis Thompsonand Gloria La Chance. Maine representatives;and Anne Benanuist, newsletter editor. Theaddress of NNETESOL is 5 Grant Street,Keene, New Hampshire 03431.

LIVING UNDERWATERIN MINNETESOL

Elaine Tarone, in her luncheon speech at theMinneTESOL Fall conference, challenged ESLprofessionals to survive through the "flood" ofhard times. As the ESL situation becomes evermore serious, two options are left to those in thejob market. Some are leaving the professionand others are choosing to stay in ESL underincreasingly unfavorable conditions. Many ESLteachers are teaching larger classes, with cut-back hours, or for no pay. "Making do withexisting resources is sort of like treading water,"Tarone remarked, "Eventually, it becomes fir-ing."

Consequently, ESL professionals are seekingnew resources. There are efforts to restore fed-eral funding, or create new funding sources tosupport the ESL programs that were cut. Butothers are broadening the scope of ESL itself.

"I see some extremely creative entrepreneurswho have been able to see a related need in thewider community, develop a product to meetthe need, and then sell the product to compa-nies who need it." They are redefining ESL,producing materials which exploit new tech-nology, developing cross cultural workshopsfor business persons working overseas, doingESL related "training and development" foremployees, and teaching English for SpecialPurposes.

MinneTESOL, states Tarone, needs to sup-port both the individual members and the pro-fession at large in this venture. MinneTESOLshould educate and assist the individual mem-bers to consider a wider range of professionaloptions and support the choices of those whohave left the field. As a professional organiza-tion, MinneTESOL should continue to advo-cate legislative support for fedora! programs."MinneTESOL, too, should be flexible in pur-suing all possible options for funding ESLinstruction." should lead the way in makingthe ESL protession more visible. It couldapproach private sources for funding and trainits members to become more self-reliant in seek-ing funding. "We must", she ends, "not onlylearn how to live underwater, but thrive there."

from MinneTESOL Newsletter, Winter 1983

NETWORK ON WRITING RESEARCHAND METHODOLOGY

As a result of the rap session on March 16thon "Teaching Composition" at TESOL/Toronto,a network of people interested in writing is

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being formed. AU TESOL members who areinterested in writing (research, methodology,program administration/operation, etc.) pleasesend your name, institutional address and phoneand areas of interest to: Tim Robinson, St.Edward's University, Austin, Texas 78704, U.S.A.Suggestions on the possible uses of this networkare also welcome. For example, the developmentof a Writing Program Directory is currentlybeing explored. Developments will be announc-ed in the TN as they occur.

SPEAQ TO HOLD SPRING MEETING

SPEAQ (Quebec) will hold its eleventh annualconference in Montreal, at the Queen ElizabethHotel, Wednesday evening June 15 to Saturdaynoon, June 18, 1983. Plenary speakers will in-clude Tom McArthur, Donn Byrne and JohnRassias. For further information contact: SPEAQ'83, 2121 St.-Mathieu, Suite 1902, Montreal,Quebec, Canada H2H 2J3.

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MATSOL will hold its annual Spring Con-ference at Northeastern University in Boston,on April 29 and 30, 1983. Ann Raimes and MaryHines are scheduled to be the plenary speakers,and a wide range of presentations is planned,including demonstrations on videotaping andcomputer-assisted instruction in ESL. Contact:Paul Krueger, 206 BY, Northeastern University,360 17 Intington Ave., Boston MA 02115.

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COMMUNICATIONSKITSby Nina J. Weinstein. 1983. Prentice Hall, Inc.,Englewood Cliffs, New Jersey 07632. (122pages)

Reviewed by Nancy GilesHunter College, CUNY

There . a young woman from the West Coastwho's been making quite a splash with somenew and innovative listening comprehensionand conversation materials suitable for an inter-mediate or advanced class. She's Nina Wein-stein, formerly of the UCLA Extension, andshe's recently brought forth her second publica-tion entitled, Communication Skits: FeaturingConversation Exercises, Practical Vocabulary,and the ESL Game.

Communication Skits could be used as afollow up to her first publication, WhaddayaSay? (Culver City, CA: ELS Publications, 1982)which is a step by step introduction to reducedforms in spoken English: It is accompanied by atape and allows the student to isolate andidentify the reduced form in the context of arelaxed, informal dialogue. CommunicationSkits then offers the student a chance to verbal-ize his own feelings on a given topic whileproviding the student with structure, practicalvocabulary, common idioms and insight onvarious aspects of American culture which re-late to the topic.

Each chapter in the book contains three skitsbased on a s'inilar theme. Each skit is followedby comprehension questions and an introduc-tion to the new vocabulary. This is then fol-lowed by a section entitled, "CommunicatingYour Feelings" in which students work in pairswith controlled exercises enabling them to ex-press themselves on issues raised in the skitwhile incorporating the new vocabulary orphrases introduced. There are also added fea-tures such as sections on inflection for thestudent to practice communicating various emo-tions with the same phrase, and sections oncultural notes based on the material from theskit. Helpful hints on how to introduce the skitsand work through each section of the materialare offered by Ms. Weinstein in the preface ofthe book.

At the end of each chapter, there is a reviewof all new vocabulary and idioms in the form ofa game to be played in class and on teams.Clearly stated rules are provided in the book aswell as the boldly typed game cards. The gameis similar to "Password" as students providesynonyms and antonyms to teammates whomust try to guess the word within a certainperiod of time. As can be imagined, it's fun andfast moving.

The skits themselves are often humorous andall are thought provoking. One such skit takesplace in a restaurant and is the story of how agroup of friends, three Japanese and one Ameri-can, become highly confused through their mis-interpretation of Japanese and American bodylanguage gestures, including one common handgesture used to beckon another individual in theUnited States, which is seen as an obscenegesture in Japan. It also highlights the Japanese"Yes, I don't." response. When the Americansays to his Japanese friend, "You don't want

another cup of coffee, do you?" his Japanesefriend nods "yes" meaning, "Yes, you're right. Idon't want another cup of coffee." When tneAmerican orders another cup of coffee for hisfriend, the confusion begins.

I reviewed this chapter with a Japanese doc-tor whom I tutor privately. He not only verifiedthe information in the skit, he admitted avoid-ing confusion with the "Yes, I don't. No, I do"responses by answering his American colleaguesin complete sentences. We then went over thesection on restaurant etiquette in the UnitedStates, and from this student's response, I real-ized that Nina had isolated fourteen commonmodes of American restaurant etiquette whichwere either totally opposite or nonexistent inJapanese culture. Although I had formerlyprided myself on having insight on Japaneseculture, I found I still had a great deal to learn.

Other chapters contain skits on the problemsof buying a used car and dealing with pushysalesmen, how to behave and what to say intaking a job interview followed by a skit pre-senting the opposite, the problem of taxes eat-ing away one's paycheck, and the roles of menand women in society. The skits come to lifethanks to the creative illustrations of Don Robband lend themselves easily to effective roleplaying.

I found the materials very easy to use when /first experimented with them in the Harvardsummer program of intensive ESL at the au-thor's request. Ms. Weinstein and I were bothinstructors there in the summer of '81. I wasteaching an adv need class intensively for eightweeks and needed some appropriate materialsfor listening comprehension and improving ver-bal skills. I borrowed Ms. Weinstein's tape ofthe 1980 Carter-Reagan presidential debatealong with the text from which words had beenprogressively deleted. (Ms. Weinstein has acollection of 93 such tapes, each with the listen-ing comprehension materials she has devised.)After a brief review of reduced forms, the classbegan working with the tape.

The students were completely fascinated bythe tape and materials which not only improvedtheir aural comprehension, but provided anabundance of useful vocabulary as well asinsight on current political issues in the UnitedStates and abroad. After finishing the tape, wethen. moved comfortably to a skit from Com-munizution Skits entitled "Men and Women inJobsA Debate."

In this skit there are five parts for the studentsto take. There are two members of Team A,two of Team B, and a moderator. The topic ofthe debate is whether or not women and menshould be paid equally for equal work. This skitfollows the same format as the other skits withcarefully planned exercises, so the studentsneeded very little guidance to work easily inpairs at their own pace. They became verycaught up in the discussions among themselves,particularly in the final exercise which askedthem to decide what would be justifiable sala-ries for certain professions. I then divided theclass into two groups. Each group had to decideon a topic to debate, divide themselves into twoopposing teams and choose a moderator. Iallowed them to work and organize themselvesboth as a group and as separate teams. Thestudents spent a few days preparing their de-bates and then presented them in class. Theywere logical, informative and convincing.Caught up in the spirit of competition andteamwork, even the shyest students spoke clear-ly and unhesitatingly. The debates were thenfollowed up by argumentative essays based ontheir topics.

58

It appears then, that as a text of supplementto an intermediate conversation class or anintensive multiskilled program, CommunicationSkits allows the student to become activelyinvolved in the language and enjoy himselfwhile gaining cultural insight and self-confi-dence in expressing himself.

THE NON-STOP DIS-CUSSION WORKBOOKby George Rooks, 1981. Newbury House Pub-lishers, Inc., Rowley, MA 01969 (131 pages;paperback only, $4.95)

Reviewed by Bill McCauleyUniversity of Colorado, Boulder

The Non-Stop Discussion Workbook is de-signed to encourage intermediate and ad-vanced students in the ESL classroom to talk-and talk-and talkl It consists of 30 units, eachcontaining a problem which the students are tosolve. The problems range from seemingly triv-ial decision-making processes to life-or-deathsituations. Since it would be impossible for all30 units to be covered in one normal-lengthterm, the teacher has the opportunity to selectthe units that s/he thinks will work best withthe class.

The problems are presented in three parts:READ, in which background information isgiven in about one paragraph describing thesituation; CONSIDER, in which the studentsare given extra hints and/or instructions toguide them in their discussion; and DECIDE,in which the students must come to a decisionwhich will resolve the problem. It is unfortu-nately not possible to cover all of the units here,so four of the most challenging units whichhave repeatedly proved successful in the class-room will be described.

Unit 1 is entitled "Starting a New Civiliza-tion." The situation is that a nuclear war hastaken place. Only six of ten people can surviveby being flown to a radiation-free island. Thestudents are given a partial description of theten people, and they must decide who to sendto safety and who to let die. A man of religion?The male homosexual doctor? The female sing-er? The female alcoholic agricultral scientist?The students are indeed faced with a motleygroup, and the conversation (often quiteheated!) takes many interesting twists and turns.

Unit 12 is called "The Fifteen Most Impor-tant People in History." A group of friendlyspace-beings has just landed on Earth, and theywould like to learn about Earth's culture. Thestudents are to decide on the fifteen people ofthe last 4,000 years who have had the greatestimpact on human culture. They are providedwith a list of names to get them started. Thismay seem tame compared to Unit 1, but expe-rience has shown that many students take itquite seriously and become very excited andagitated during the debate.

Unit 16 asks the students to "Devise Accep-table Standards for Movies and TV." The. areasked to decide if obscene language, viol. ,ce,nudity, and sex should be presented on TV,and, if so, how much, when, why, etc. As canbe imagined, students with different culturalbackgrounds till respond differently to thisproblem, an le .-licussion can become stimu-lating and informath Is various students des-cribe various social standards in their owncountries.


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TN 4/83

Edited by Carol j. KreidlerGeorgetown University

It seems appropriate to follow the previousStandard Bears.column which reported the International survey of employmentconditions with this one which reports on employment condi-tions in China. Teachers planning to teach in foreign countriesneed to realize that developing nations such as China basedifferent ways of doing things: therefore, they should expectfrustrations such as those mentioned in the article whethergoing to Korea or Nigeria, for example. or China. What follows.according to several teachers who base taught in China. accurately represents the situation there.

EMPLOYMENTCONDEMNS INCHINA: A SURVEY

by Gail Gray, Helena Hensleyand Patricia Sullivan

Over the past four years, as China has placedan increasing emphasis on the learning of En-glish, the number of foreign English teachersinvited to teach in China has increased. Withthis increase, there have also been many articlesfrom returning English teachers on China's lan-guage teaching policies, teacher training, andindividual working and living conditions. Wehave found, however, little information aboutemployment conditions in general for foreignteachers working in China.

As English teachers in Shanghai during 1981-82, we did a survey of EFL teachers in order toget information to describe employment condi-tions in China. The survey we used was anadapted form of the 1981 Employment Surveypublished in the TESOL Newsletter. The mainareas covered by our survey were teacher quali-fications, job descriptions, employment con-tracts, and teacher expectations. We collectedinformation in these areas to answer the follow-ing questions: 1) What are the qualifications offoreign English teaches in China? 2) What docontracts specify? 3) What responsibilities doEnglish teaching jobs entail? 4) Are the expecta-tions of foreign teachers being met after theybegin living and teaching in China?

Contacting the estimated 150-200 teachersspread over China proved to be the most diffi-cult part of the survey process because therewas no comprehensive list of English teachers,their schools or locations. We mainly relied oninformation from consulates and our contactswith teachers we knew in other cities in Chinato assist us in our distribution of 150 surveys.

Of the 52 returned surveys, more than halfcame from Beijing, Shanghai, and Guangzhou.The average age of teachers was 35, with amajority being women. Most of the major En-glish-speaking countries (U.S.A., Canada, Bri-tain, Australia, and New Zealand) were repre-sented in the sample.

When we compared the educational back-ground and experience of these foreign Englishteachers with earlier reports (Cowan 1979), wefound a dramatic improvement. Seventy fiveper cent of the respondents reported that theyhad advanced degrees in ESL, English, or lin-guistics. In addition, 65% had had up to fiveyears teaching experience, while 36% had hadat least six before going to China.

One of the most important factors affectingemployment are contracts and the terms theyspecify. Although 95% of the teachers surveyedanswered that they had a contract or letter ofappointment for an academic year, calendar

TN 4/83

year, or longer period of time, comments fromindividual teachers indicated that these con-tracts were a source of frustration. Part of thisfrustration was that often, even when certainitems were specified in contracts, negotiationwas required to receive the stated items. Thelocation of the teacher also played a role in thedegree of difficulty with contracts Those whowere living at a distance from one of the threemajor cities, and therefore had less contact withother schools and foreign teachers, encounteredmore difficulties -xith their contracts.

The average salary of all teachers was between400 and 700 renminbi (U.S.$232 -$408) permonth. Although most teachers said that theirsalary was primarily based on their educationalbackground and years of experience, 19% saidthat there were no fixed guidelines to determinetheir salaries. There are guidelines for Englishteachers hired through the Foreign ExpertsBureau which set the teacher's basic salaryaccording to his or her home country position;however, comments from respondents indicatedthat because of change in contracts and govern-ment policies, there was often a discrepancy insalaries among equally qualified teachers doingthe same work at the same institute.

A related question concerning contracts dealtwith criteria for rehiring bey ,nd the first year.Half the respondents said that reappointmentwas based on performance ratings. The otherhalf said that they did not know what criteriawould be used to determine a person's accept-ability for reappointment. Regarding the possi-bility of early dismissal and nonrenewal ofcontracts, 15% said that their employers were notrequired to state reasons for dismissal, and 44%said that they did not know what procedurewould be followed in the case of early dismissal.Thirty-five per cent said that no grounds fornonrenewal of contract need be stated, and 45%were not sure what policy would be followed iftheir contracts were not renewed.

The area of work that received the widestrange of responses was the amount of timespent in the classroom and the amount of timespent in job related work outside the classroom.The number of hours teachers spent in theclassroom ranged from 6 to 22 hours, with 60%of the responses indicating 10-15 hours perweek. For the time spent outside the classroom,responses varied from 1 to 40 hours per week,with the average amount of time ranging from15-20 hours per week. Sine teachers averagedmore working hours outside of class than in, it issignificant to point out that more than half ofthem were not given an explanation of theirnonteaching duties either in their contracts or ina department job description.

Teachers indicated that ',heir nonteaching du-ties involved class-related activities (lesson prep-aration, curriculum development, working withstudents) more than activities involving theirdepartments or other Chinese faculty members.Although responses to the question of teachers'meetings indicateti that half the teachers at-tended meetings, additional remarks showedth. t attendance at faculty meetings dependedon the type of English program. For instance, inthe English language programs under the guid-ance of UCLA, where Chinese teachers werebeing trained to take over the teaching of allcourses in the program, Chinese and Americanteachers met weekly. In other institutes where

60

courses taught by foreign teachers were treatedseparately from the rest of the English program,foreign teachers were not invited to weeklyteachers' meetings, even if their courses werethe topic of discussion. For many foreign teach-ers, this situation, which increased separatenessbetween the Chinese and foreign faculties andmade their involvement with the whole depart-ment difficult, was another cause of frustration.

When teachers were asked about the availabil-ity of resource texts in their libraries, 80% re-sponded that their institutes had some material.They also commented, however, that thesematerials were often limited and dated. Further-more, only 38% of the teachers indicated thattheir students had full access to library materi-als, and 27% said that their students had noaccess. Forty-two per cent of the teachers saidtheir institutes provided textbooks. When bookswere not provided, 69% said that they wereexpected to generate their own materials, thoughonly 21,6 said that they had guidelines for de-veloping a curriculum. When asked about sup-port for research or preparation of materials forcablications, 50% said that there was no support.Of the other half, 23% said that they could usesupplies or equipment from the school.

In order to provide additional informationonspecific areas related to employment in China,a section of the survey asked respondents tocompare their current living and working condi-tions with their expectations before arriving inChina. There were 12 areas: 1) number ofstudents responsible for, 2) level of students, 3)work load, 4) availability of resource materials,5) handling of contractual details, 6) fringebenefits, 7) health care, 8) opportunity to travel,9) level of Chinese faculty, 10) relationshipswith Chinese people, 11) opportunity to learnChinese, 12) living conditions.

The results show that in the first 8 of these 12areas, the highest percentage of responses fell inthe category as expected." This indicates thatthe information many teachers received beforegoing to China was high in accuracy, though, ofcourse, it doesn't indicate satisfaction or dissat-isfaction In areas 9 (level of Chinese faculty),10 (relationships with Chinese people), and 11(opportunity to learn Chinese), the highest per-centage of responses fell in the category "belowexpectations." This lack of opportunity to learnChinese and associate personally and informallywith Chinese people oramatically affected theexperience of many teachers. The categorywhich rated the highest as far as being "aboveexpectations" was living conditions. We canassume that those people had lower expecta-tions of what their residences would be like,and were pleasantly surprised by their quality.

In addition to the information asked on thequestionnaire, almost half of the response..added comments. Though this information issubjective, there were enough comments ex-pressing similar opinions that we feel the resultsare an important addition to the survey. Wesummarized the comments, and grouped theminto four categories.

Contracts: a) Insist on seeing a copy of yourcontract before going to China. b) Termsof the contract may be vague, and you may beasked to do more than your contract states. c)Prepare to negotiate to receive promised salaryand benefits. d) If your spouse is planning toteach, negotiate contract terms before going toChina. 3) Reimbursement for books, shipping,and travel expenses are possible, but sometimesdifficult to get. Keep all receipts. f) The ForeignExperts Bureau has been cutting down on bene-fits. g) Nothing is binding.


27

CHINA SURVEYContinued from page 27

Work Relationships with Chinese Studentsand Faculty: a) There is little or no contact withschool administrators who make decisions af-fecting teachers' classes. b) Students and Chinesefaculty are actively discouraged from contact-ing foreign teachers outside of class. c) Preparefor a faculty which which spends little time orenergy on teaching. d) All department businessis carried on in Chinese; foreign experts areexcluded from meetings and policy decisions.e) Clear, straight-forward statements of policyare hard to come by. f) Grades are changed bythe administration if they don't conform. g)Don't try to be **Chinese," but try to understandChinese learning styles. h) Students work hardand are enthusiastic; they are the teacher's mainsource of pleasure.

Personal Relationships with Chinese: a) It isdifficult to development close relationships withChinese people; the government discouragescontact. b) As a foreigner you are regardedwith suspicion, but you can develop contactsand friends if you move slowly, informally, andcautiously. c) Chinese students and teachers areoften reported for making visits to a foreignteacher's home.

Pre-departure Preparations: a) Bring a manualtypewriter and a variety of novels, short stories,tapes of plays and songs, slides of your home/city/shopping, blank tapes, a variety of maga-zines, and other realia. b) Before sending ma-terials, ask for detailed information on what thedepartment already has. c) Be prepared to givelectures on American culture and teachingmethodology. d) Have a knowledge of Chineselanguage and culture.

This survey, taken during Fehuary 1982,reflects some of the conditions and some of thefrustrations (if working in China. Most teacherswere unexpectedly surprised by the quality oftheir living conditions, but frustrated by thelack of opportunity to associate informally withChinese people. They spent most of their work-ing hours on classroom-related activities, butfelt separated from Chinese faculty membersand departmental activities. The salaries werelow in comparison to the U.S., and few institutesgave support for research. Library materialswere limited, both in amount and in availabilityto students. In general, teachers rTeived fairlyaccurate information about working conditionsbefore going to China, but less accurate infor-mation regarding relationships with Chinesepeople.

REFERENCES

Cowan. J. Ronayne, Richard L Light, B. Ellen Mathews. and C.Richard Tucker 1979. English teaching m China: a recentsurvey. TESOL Quarterly 3, 4.465482

Cottschang, Karen T 1981 China Bound Committee on schol-arly communications with the Peoples Republic of China.Washington, D.C.

For further information about this survey including completequestionnaire responses and references, contact Patnem Sullivan, English Language Program, University of California Ex-tension. 210 High Street, Santa Cruz. California 95080.

'REVIEWSContinued from page 25

UNIT 27 is also extremely successful. In"What is the Appropriate Punishment?" stu-dents are given a long list of crimes rangingfrom disorderly conduct and slander to rapeand assassination. Their assignment? To decideon suitable punishments for each crime for firstand second offenses. The students also have theoption of deciding that a certain act is not acrime at all, and in this vein the subject of pros-titution always leads to a lively debate.

28

These discussion topics lend themselves wellto small groups of four or five students. Theteacher has many grouping options, dependingin part on the subject at hand. For most of theunits in the book, a multicultural group seemsto be best, but for variety the teacher candivide the students along other lines: males andfemales of similar culture and/or language. Isthe following class session, after the smallgroups have reached and formulated theirdecisions, the various conclusions can be com-pared in one large circle discussion. This usu-ally leads to still more energetic debate, and thesutdents learn to listen to the opinions of othersas well as to present their own.

The teacher's role during the small-groupdiscussions can be to circulate among thegroups, encouraging the conversation and pos-sibly supporting the less-vocal members of thegroups. All the while the teacher can jot downany errors in grammar or diction made by thestudents and any vocabulary items which would

help the students to discuss the particular unitbeing studied. This can also be done during thglarge-group discussion, and later, perhaps inthe third s ssion, :elected errors and pertine...vocabulary can be written on the board anddiscussed.

All in all, the Workbook lends itself to a var-iety of approaches. It contains something forevery possible group of students, and its maingoal is to stimulate conversation in a no-nonsense way. The teacher looking for a bookwith vocabulary and grammar exercises, a tightstructure, or long, thorough explanations of thetask at hand should look elsewhere. The teacherinterested in encouraging non-stop discussioncannot go wrong with this book. The onlyproblem may be getting the students out thedoor when class is over.

Ball McCauley teaches ESL and is working on his Ph.D. in[Anguishes at the Umversity of Colorado, Boulder.

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TN 4/83

COMMITTEE ONPROFESSIONALSTANDARDSFORMULATINGGUIDELINES

In response to the increasing numbers ofstudents at all levels with limited English pro-ficiency, to the rapid proliferation of programsfor such students, and to the uneven and oftendeplorable employment conditions of many ofour members. TESOL's Committee on Profes-sional Standards (CPS) has decided to recom-mend that TESOL develop and implement asystem of improvement-oriented program self-regulation. As a first step in the development ofsuch a system, the CPS is formulating a set ofprogram standards which will address both thequality of programs and employment concerns.Within the TESOL membership, the develop-ment of such standards has been increasinglyviewed as a necessary step for the eonizationto take.

In a meeting December 4-5, 1982, at George-town University, some subcommittee chairs ofthe CPS looked at responses that other organi-zations have madeto similar situations. A speci-fic, recent example, the National Associationfor Foreign Student Affairs (NAFSA, and thework of its Task Force on Standards and Re-sponsibilities, served as a useful point of refer-ence. Dr. Herbert Kells, who served as a con-sultant to NAFSA's Task Force, reviewed thework of their task force and the reasons for notpursuing an "accreditation role." He cited thecost and the complicated, time-consuming pro-cedure in becoming an accrediting body, thelegal implications, the necessity of a permanentsecretariat for an accrediting body, and the factthat universities are inundated with special ac-creditors. After careful consideration of theimplications of pursuing an "accreditation role"for TESOL, the Committee decided to recom-mend that TESOL approach program and em-ployment standards through program self-regu-lation.

Such a system would involve carefully con-ducted program self-analysis based on TESOL-developed standards. The success of the self-regulatory system, it was felt, depended upontwo ci ucial factors: 1) the endorsement of thesystem by a network of professional organiza-tions, established accrediting and funding agen-cies and institutions within which ESOL pro-grams function, and 2) the compatibility of ournew system with already established systems.Much of what will be done must, therefore, bebased on work that has been already carriedout, including the wealth of existing materialsdeveloped by TESOL and other organizationsand agencies on issues related to various aspectsof ESOL programs. As the CPS currently viewsit, the self-regulatory system should inckde amechanism for public recognition of institutionsvoluntarily engaging in TESOL's self-study pro-gram. Such a mechanism will be explored. Thesystem may involve training by TESOL of acadre of people who can provide assistance tothose programs engaging in self-study. Meansby which a program of self-regulation andimprovement can be developed for differenttypes of ESOL programs will also be considered.

The CPS adopted as its immediate goal thedevelopment of a workable discussion draft ofcore standards applicable to all ESOL programsby March 13, in time for the TESOL conventionin Toronto.

TN 4/83

Carol J. Kreidlei, Chair of the Committee onProfessional Concerns, will continue to guidethe work of the committee in 1983-84. In ad-dition, Professor Kreidler edits TN's column onemployment concerns, The Standard Bearer.

CPS MEMBERSThe members of the TESOL Committee

on Professional Standards are listed below.Those who participated in the December4-5 meeting are indicated with an aster-isk(*). In addition, the following personsparticipated: James Alatis, Executive Di-rector, TESOL; Darlene Larson, TESOLPresident, 1982-83; John Fanselow andHolly Jacobs, TESOL Executive Boardmembers; and Consultant H. R. Kells,Rutgers University. TESOL members areurged to communicate their views on thework of the CPS to members of the com-mittee.

Term Expires in 1983

Patrice Connerton*English for International StudentsGeorge Washington UniversityWashington, D.C. 20052Richard DayDepartment of ESLUniversity of HawaiiHonolulu, Hawaii 96822Carolyn Ebel*9112 Weant DriveGreat Falls, Virginia 1..2066

Mary Hayes172 Salem HeightsSalem Oregon 97302

Claire Iacobelli*English for International StudentsAcademic ClusterGeorge Washington UniversityWashington, D.C. 20052

Howard Pomann269 Henry Street, #C3Brooklyn, New York 11201Carol Romett*American UniversityWashington, D.C. 20016

Robert WhiteDepartment of Secondary EducationUniversity of New MexicoAlbuquerque, New Mexico 87131

Term Expires in 1984Francis P. Clark*International English InstituteBelmont CollegeNashville, Tennessee 37203

62

Phillip Edmondson*English as a Foreign LanguageSchool of Languages and LinguisticsGeorgetown UniversityWashington, D.C. 20057Phyllis Jae10262 No. Hacienda Hermosa DriveTucson, Arizona 85704

Joan KertisInstitute for International Education809 United N.,tions PlazaNew York, N.Y. 10017

Carol Kreidler, Chair*4512 Verplanck Place N.W.Washington, D.C. 20016Paul Krueger*Director, English Language CenterNortheastern UniversityBoston, Massachusetts 02115Marsha Santelli2531 C. West Howard StreetChicago, Illinois 60645

Rebecca Templin-RichardsIntensive English Institute, UMC7Utah State UniversityLogan, Utah 84321

Shirley Wright*English for International StudentsGeorgetown UniversityWashington, D.C. 20052

Term Expires in 1985Paul Angelis*Southern Illinois UniversityCarbondale, Illinois 62901Joyce Biagini*St. Paul Public SchoolsBilingual/ESL Educational Programs360 Colborne StreetSt. Paul, Minnesota 55102Jeffrey Bnght*2806 West Logan BoulevardChicago, Illinois 60647

Susan CarkinIntensive English Institute, UMC7Utah State UniversityLogan, Utah 84322Lynn HenrichsenBrigham Young UniversityHawaii Campus, Box 157Laie, Hawaii 96762Mary Ann Kearny*Kentucky English Language Institute548 East Main AvenueBowling Green, Kentucky 42101

Fay Pallen2809 Avenue LBrooklyn, N.Y. 11210

Adelaide Heyde ParsonsR.R. 6, Box 66Athens, Ohio 45701

Milton Saltzer10 Windsor RoadCroton-on-Hudson, N.Y. 10520Linda Tobash428 East 14th Street, #2FENew York N.Y. 10009

29


"Getting To KnowYou" ThroughQuestionnaires

by Ruth ShernoffLaGuardia Community College, CUNY

Many teachers have used questionnairesthe first day of class to get a profile oftheir students, but this activity need notstop there. Questionnaires can be takenone step further.

Students have a natural curiosity abouteach other but often are afraid to askquestions or do not know how to ask forinformation. Questionnaires are .1 way toget students to interact, to see how theyare alike or different from each other, togive opinions, or to tell their life stories.For each questionnaire, students read direc-tions, fill out the questionnaire, and add afew questions of their own (following theexamples). They can work in pairs, ex-change papers with another student tosometimes combine their partner's answerswith their own into one sentence, and atother times to simply report about theirpartner to the whole class or in smallgroups. Here are some possibilities:

Questionnaire I: Tell Me About You(tenses/modals/yes-no questions) Make alist of yes no questions: for example, "Doyou like classical music?" "Can you type?"Students check yes or no, exchange pap-ers and report: "I like classical music but Xdoesn't." "X can't type, but I can." (Con-sider how many other ways this informa-tion can be combined.)

Questionnaire II: What Do You Think?(should /because clauses/passive). Make alist of questions beginning with should:for example, "Should junk food be sold inschools?" "Should over-the-counter drugsbe sold behind tha counter?" Studentscheck yes or no and add a because orbecause of clause, exchange papers, com-pare answers and report: "Junk foodshouldn't be sold in schools because it isn'thealthy." "Over-the-counter drugs shouldbe sold behind the counter because of therecent poisonings."

Questionnaire HI: How Do You Re-spond to Situations? (conditional). Givethe structures: What will/would/you

CORRECTION

In the October 1982 issue %se reprinted apoem by Myra Cohn Livingston. The correctcredit should have been: Myra Cohn Livingston,"Street Song," in The Way Things Are andOther Poem3. Copyright o 1974 by Myra CohnLivingston. A Margaret K. McElderry Book.(New York, Atheneum, 1974)

do/have done if. . . + time marker. Listsome situations: for example win lottery/meet (famous person). Ask the students touse their imagination and write sentences,exchange papers and report: "If X winsthe lottery, he will fly home tomorrow."

Questionnaire IV: Are You Like Me?Set up a few categories such as (1) specialinterests, (2) special foods (3) pet peeves.Under each category list items: for exam-ple, (1) disco dancing (2) chocolate (3)compositions. Students place a checkmark next to items that reveal their incli-nations, exchange papers, compare andreport.

Questionnaire V: Ask About Me (in-formation questions). Make a list of partsof embedded statements: for example,Ask me: Where I was born. . . Who myparents were. Students write the ques-

tions, ask a partner the questions andreport to the class.

Questionnaires set the stage for conver-sation and get students connected. Theyprovide a frrmat for all students to speak;the communication is real, the context isfunctional and the laughter is generallylively. The teaching of grammar is not anisolated activity. The students reveal whothey are and exchange this information ina light-handed way. Questionnaires canalso be a springboard for students to writetheir own questions.

This is one way to unify a class and talkabout things of common interest. Thequestionnaires can be on a simple, per-sonal level or on varying degrees of com-plexity, dealing with issues and opinions.

(This article is based on a presentation made by Ruth Shernoffat the 1982 Fall Conference of NYS ESOL BEA.)

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Manama, Bahrain. The Bahrain Ministry ofEducation wishes to recruit several -seniorteachers" of ESL to act as advisors /consultantsto groups of secondary school teachers. Quali-fications: M.A. in TEFL plus a minimum of fiveyears of teaching experience. Send resume viaair mail to: All Bubshait, Assistant Undersecre-tary for Curriculum and Training, Ministry ofEducation, P.O. Box 43, Manama, Bahrain. Anadditional copy of the dossier may be sent to:Public Affairs Officer, U.S.I.S. Manama, De-partment of State, Washington, D.C. 20520.

Brock University, Ontario, Canada. Futureopenings for sessional ESL instructors. Qualifi-cations: M.A. or Ph.D. in applied linguistics, bi-lingual education, linguistics, TESL, or relatedfields. (Applicants with a degree in a relatedfield are expected to have a TESL certificatefrom a recognized North American university.)Also, a minimum of two year's university ESLexperience required. Canadian immigrationregulations require candidates to be Canadiancitizens or permanent residents. Send applica-tion, resume and names of three references (allto be kept on file for one year) to: Professor G.H. Irons, Director, Centre for English Lan-guage Programs, Brock University, St. Catharines,Ontario L2S 3A1, Canada.

Centro Colombo Americano, Cali, Colom-bia. Opening for ESL instructor to teach ado-lescents and adults six hours a day. Qualifica-tions: B.A. minimum. Benefits: transportationfrom U.S.A. to Cali reimbursed upon signingcontract and Cali-U.S.A. fare paid upon com-pletion of full 12-month employment period;paid vacation and holidays (35 weekdays in1983); yearly bonus paid equal to one-month'ssalary; medical coverage through the Colom-bian IrItitute of Social Security. Send applica-tions to: Estrellita de Plested, Centro ColomboAmericano, A.A. 4525, Cali, Colombia.

Florida State University. Doctoral Assistant-ships for fall 1983. Several assistantships toteach ESL at the Center for Intensive EnglishStudies at the Florida State University are avail-able for the coming academic year. Applicantsmust first be admitted to doctoral program inMultilingual/Multicultural Education with em-phasis on TESL/TEFL. M.A. in TESL or re-lated field required plus two years .teachingexperience. Write: Dr. F.L. Jenks, CIES-FSU,918 W. Park Ave., Tallahassee, Florida 32312.

University of Idaho, Moscow, Idaho, has alimited number of instructional assistantshipsfor 1983-84 available to qualified applicants tothe M.A. program in TESL. The annual stipendis $5231 (less semester fees) and may be sup-plemented in the second year by a limited fel-lowship. Responsibilities are to teach three 3-hour classes per year. For further informationwrite to Professor Ron McFarland, Director ofGraduate Studies, Department of English, Uni-versity of Idaho, Moscow, Idaho 83843.

U.S.A.Soviet Union Teachers ExchangeProgram offers TESOL teachers a 10-weekopportunity to teach English to Soviet studentsin Soviet schools, secondary through collegelevels, September through November 1983. n us-sian language ability desirable. Informationfrom: Charity Turner, American Field Services,313 East 43rd Street, New York, N.Y. 1J017.

TN 4/83

The University of Michigan, Ann Arbor, in-vites applications for a one-year full-time posi-tion at the level of Visiting Assistant Professorat the English Language Institute, 9/1/83 to5/31/84. Conversion to a tenure track positionpossible. Duties include a half-time assignmentas Director of Courses and a half-time assign-ment teaching ESL classes in the intensivecourses at the ELI Interested persons shouldsend a 1^tter of application and a resume to:Joan Morley, Deputy Director, English Lan-guage Inst;tute, The University of Michigan,Ann Arbor, Michigan, 48109. Deadline for submis-sion of application is May 1, 1983.

The University of Michigan, Ann Arbor, in-vites applications for a one-year full-time posi-tion at the level of Visiting Assistant Professor atthe English Language Institute, 9/1/83 to5/31/84. Duties may include a full-time assign-ment teaching ESL classes in the intensivecourses at the ELI or a half-time teaching andhalf-time materials development assignmentdepending upon the qualifications of the appli-cant. Interested persons should send a letter ofapplication and a resume to: Joan Morley,Deputy Director, English Language Institute,The University of Michigan, Ann Arbor, Michi-gan 48109. Application deadline: May 1, 1983.

Polytechnic Institute of New York, Brooklyn,New York, seeks summer faculty for a seven-week intensive graduate program in English forScience and Technol /y from July 5 to August19. Sections offered reading, writing, speak-ing, and listening. Applicants should have anM.A. in TESL or a related field and teachingexperience, preferably in ESP or EST. Sendresume to: Barbara Q. Gray, Director, Englishfor Science and Technology, Polytechnic Insti-tute of New York, Brooklyn, NY 11201.

Japan. The Overseas Service Corps of theYMCA offers teaching positions at over 20YMCAs in Japan. Requirements: teaching ex-perience; M.A. preferably in TESL or relatedarea. Competitive salary and fringe benefits areoffered. Annual application deadlines are March15 for fall placement and November 15 forspring placement. U.S. residents should writeto: OSCY, In,ernational Division, YMCA of theUSA, 101 N. Wacker Drive, Chicago, Illinois60606. Residents of other countries, write: OSCY,YMCAs of Japan, 2-3-18 Nishiwaseda, Shin-juku-ku, Tokyo, japan 160.

Ohio University. Two teaching internshipsavailable with the Ohio Program of IntensiveEnglish for academic year 1983-84. Possiblerenewal for 1984.85. The internship programprovides recent graduates of MATEFL/MATESL programs with further training andexperience in teaching adults in intensive Englishprograms. Minimum of one year's supervisedclassroom teaching experience in the intensiveEFL program where they earned their M.A.required Applications due by May 15. Moreinformation from: Connie Perdreau, O.P.I.E.,201C Gordy Hall, Ohio University, Athens,Ohio 45701. Telephone (614)594-5634.

Ohio University. Teaching assistantships areavailable for 1983.84 leading to an M.A. inLinguistics with specialization in ESL/EFL.Teaching duties are one hour of instruction perday with compensation being remission of tuitionplus a stipend of $450 per month includingsummer. Applicants with some ESL/EFL teach-ing experience preferred. For information orapplications contact: Dr. James Coady, Depart-ment of Linguistics, Ohio University, Athens,Ohio 45701. Telephone: (614) 594-5892.


Boston UniversitySchool of Education

Boston Unbersny nun equalopportunny M1111111011

To Stec en J. Nfolinsl.y. Darector, Graduate 1 ES01. l'sograms.Boston UM%el-S11). School of Lthicanon,605 Commonnealth enue.Bosion.11A 02215

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Work in one ofthe largest ESP

operations inthe world

King

I I

AI 1

Applications are invited for the followingpom in the English Language Centre

FOREIGN LANGUAGETEACHERS (ESP)

Ditto: include teaching. materialsdevelopment and class administration.

Qualifications: A TEFL/TESL qualificaLion is obligatory.This can be eider an 11.A /UZI .1.1.3o.in TEFL/ESP/TESL or a postgraduatediploma in TEFL or TESL er postgraduatecertificate in Education (TESL/TEFL).First degrees in Economics or Pure andApplied Sciences are acceptable if mom.panted by a TEFL/TESL qualification.

Salary and Senefits: Very competitivesalary scales and allowances (includinguggage and education allowances) areusessed for both types of poet in thelight of qualifications and experience.Benefits also include

free furnished accommodation orhousing allowance in lieu.

34

' air fares to and from postend of contract gratuities (after appropriate period).

' 60 days annual leave' health care within the Kingdom's

Public Health System

The English Language Centre

Provides a stimulating opportunity fordeveloping ESP skills in a learning environment enriched by inhouse mediaservices a graphics studio, areprographics and printing shop.phototypesetting. TV studio.photographic studio, languagelaboratories, library training areas and adeveloping computer service.

Letters of application by Saturday 26thMarch, enclosing detailed curriculavitae, names of referees (including pro.sent employer) religious denomination.details of family status and copies ofqualifications should be sent to:

The Supervisor GeneralEnglish Language Centre

Sing Abdulasis University11.0.2ou 9027Jeddah 21441Saudi Arabia

Interviews will beheld in Houston.

Texas in late April

MORE MAN JUSTWORDS...

Using Englishnot justlearning definitionsis the focus of this uniquenew resource.Containing:

A Dictionary SkillsWorkbook

38,000 words andphrases with 55,000examples

Study notes on the useof words

Situational illustrations

Easy-to-use grammarcodes

The LongmanDictionary ofAmerican Englishthe learner's dictionarydesigned to buildcommunication skills

A free Sample Sectionof the Dictionary isavailable from theLongman EnglishLanguage TeachingDivision.

...Longman:::19 West 44th StreetNew York, N.Y. 10036

t)TN 4/83

JOB OPENINGSContinued from page 31

Rio Piedras, Puerto Rico. The University ofPuerto Rico seeks an assistant professor toteach graduate courses in an M.A.-TESL pro-gram. Ph. D. or Ed. D. in TESOL or relatedfield required. Teacher training and ESL teach-ing experience is a must. Send an updated CVto Dr. Angel Luis Oritz, Director, CraduateStudies Department, School of Eduction, Uni-versity of Puerto Rico, Rio Piedras Campus,Rio Piedras, Puerto Rico 00931. Telephone:(809)764-0000, Extensions 2285 P nd 2324.

Kingdom of Saudi Arabia, King Saud Uni-versity. EFL/ESL instructors and lab techniciansneeded for 1983.84. Instructor qualifications:M.A. in TEFL/TESL; one year's universityexperience or B.A. with diploma in ELT; oneyear's experienceor B.A. in English; threeyears ELT experience. Lab technician quali-fications: B.A.; three years' A-V experience.I ..-nefits: free medical/dental care; furnishedaccommodation; children's educational allow-ance; pre-paid annual leave (technicians, 45days; instructors, 60 days); yearly round trip :;:rtickets. Send application, resume and copies ofacademic/specialized experience credentials to:Director of C.E.L.T., College of Art?, KingSaud University, P.O. Box 2456, Riyadh, SaudiArabia. Send second resume/crcriential copyto: 1::na Saud University Office, Attention:Geraldine Malone, 2425 West Loop South, Suite450, Houston, Texas 77027.

Saudi Arabia. Rnbert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for present and futureopenings at its programs in Riyadh and This.Please direct inquiries to: Robert Ventre As-sociates, Inc., 2 Inn street, Newburyport, Massa-chusetts 01950. Telephone: (617) 462-2250.

King Faisal University, Saudi Arabia. TESOLProgram seeks qualified male and female appli-cants for teaching intensified English courses toSaudi students in the Colleges of Medicine,Architecture, Veterinary Medicine, Agriculture.and Home Economics of King Faisal Universityat Dammam and Hold. Positions availableSeptember 1983. Qualifications: M.A. or Ph.D.with TESOL experience preferred. Husbandand wife teams are encouraged to apply. Sala-ries commensurate with degree and experience.Benefits: free furnished accommodations; educa-tional allowance for four thildren; sixty-dayannual paid vacation; roundtrip annual airfare;free medical care. Send curriculum vitae (in-clude daytime telephone number) and namesof three professional references to: Director,English Language Center, King Faisal Univer-siiY, 2425 West Loop South, Suite 540, Houston,Texas 77027.

Fundackin Ponce de Leon, Madrid, Spain.Openings in research fellowship grant programfor rezent TESL graduates Program includesmethods seminars, practical workshops;teach-ing and research duties (research remains prop-erty of grantee). Qualifications: M.A. in TESL,TEFL Certificate or equivalent, native fluency,2135 years of age; Spanish desirable. Condi-tions: Nine-month grant of 500,000 pesetas, twoweeks free housing on arrival; assistance pro-vided in locating long-term lodging; free healthand hospitalization; New York-Madrid airfare,return airfare at end of grant; in-house trainingin Spanish available (free). For information andapplication, write to: Bill 1Vallace, DirectorFundacidn Ponce de Leon, Calle de Lagasca16, Madrid-1, Spain.

TN 4/83

Central Washington University, HIlensburg,Washington. Graduate assistantship i available1983-84 academic year and follow ng. Teachuniversity level ESL 19 hours per week. Enrollfor M.A. degree study in the department orprogram of your choice. Requirements: Experi-ence in adult level ESL teaching; admission toan M.A. dcgree program at Central WashingtonUniversity. For information and applicationmaterial, write: Dr. Dale Otto, ESL Program,Central Washington University, Ellensburg,Washington 98926. Telephone (509)963-1834.

Sanaa University, Yemen. The English De-partment of Sanaa University in Yemen an-nouneas openings for 10 assistant lecturers.Qualifications: M.A. in TEFL and a minimumof three years of teaching experience. Sendresume via international mail to: Dr. YnusufAbdulla, Dean, Faculty of Arts, Sanaa Univer-sity, P.O. Box 258, Sanaa, Yemen Arab Repub-lic. An additional copy of the resume may besent to Public Affairs Officer, U.S.I.S. Sanaa,Department of State, Washington, D.C. 20520.

Chicago, Northeastern Illinois UniversityTeaching assistantships in the Department oflinguistics for 1983-84 in the M.A. in Linguisticsprogram. Eligibility: admission to an M.A. pi.-gram in the department; enrollment in at leasttwo courses per term. Responsibilities: teachthree 3-hour courses; some tutoring. Stipend:$370 per month, September-April; tuition re-mission for two courses per term for entireyear. Information from: Craduate College,Northeastern Illinois University, 5500 North St.Louis Avenue, Chicago, Illinois 60625. Appli-cations by May 15th receive special considera-tion, but additional ones will be accepted untilJune 15th.

Buffalo, New York. Lecturer and foreignstudent advisor (non-tenure track position).Qualifications: M.A. in TESL or equivalent;native speaker of American English; fluency inSpanish; experience in foreign student counsel-ing and immigration advisement; extracurricularprogrammL3; teaching intensive college-basedESL. Competitive salary. Appointment: 10months. Send resume, transcripts and credentialsby May 1 to: Kathy L. Curtis, Associate Director,Intensive English Language Institute, 20 BaldyHall, SUNY/Buffalo, New York 14260.

ST. MICHAEL'S COLLEGEWinoosk:, Vt. 05404

MASTER'S in TESL 36 credits

ADVANCED TESLCertificate Program-

18 credits

INSTITUTE in TESL - summers only9 graduate credits

THE INTENSIVE ENGLISH TRAININGPROGRAM - Intensive English coursesfor foreign students conducted on a year-round basis



UNIVERSITY OF PETROLEUM & MINERALSDHAHRAN, SAUDI ARABIA

ENGLISH LANGUAGE CENTERThe University of Petroleum & Minerals, Dhahran. Saudi Arabia invites applica-'ions for TESL positions (native fluency) for the academic year 1983-84, starting1 September 1983.

QUALIFICATIONS: M. A. TESL/Applied Linguistics orM.A. in TEFL or TESL orPost-graduate diploma in TEFL or TESL orPost-graduate certificate in Education (TESL, TEFL)

EXPERIENCE: Minimum two years teaching experience in TEFL/TESLoverseas

DESCRIP1 ION Teaching English to post-secondary school studentsOF DUTIES: with elementary to intermediate proficiency at the Uni-

versity of Petroleum & Minerals.Minimum regular contract for two years, renewable. Competitive salaries andallowances. Air conditioned and furnished housing provided. Free air transpor-tation to and from Dhahran each year. Attractive educational assistance grantsfor school age dependent children. All earned income without Saudi taxes. Tenmonths duty each year with two months vacation with salary. There is alsopossibility of selection for the University's on-going Summer program with goodadditional compensation.

Apply with complete resume on academic, professional and personal data, listof references, publications and research details, and with copies of transcriptsand degrees, including home and office addresses and telephone numbers to:

University of Petroleum & MineralsHouston Office2223 West Loop South, Suite 410Houston, Texas 77027

R6

Interview:ANNE NEWTON REFLECTS ON GROWTH OF FORUM

As the English Teaching Forum enters its twenty -first year of publication, Editor Anne Newton answers questionsabout it putto her by Penelope Alatis of Francis C. Hammond Junior High School, Alexandria, Virginia.

Penny Alatis: How would you describethe English Teaching Forum?Anne Newton: According to the motto onthe cover, it is a journal for teachers ofEnglish outside the United States althoughit is now distributed within the UnitedStates as well. The Forum is intendedprimarily for teachers of English as aforeign language more than as a secondlanguage, although, as we all know, thereis an enormota area of overlap in thosetwo specializations. Insofar as there aredifference:, however, I should say that ourprimary audience is the 85,000 or so teach-ers who receive the Forum overseas.Atatis: What is the history of the Forum?Newton: In 1962, the English TeachingDivision of the United States InformationAgency began a publication called theEnglish Teaching Newsletter a mimeo-graphed newsletter that was sent out peri-odically to our English-teaching officersoverseas. Very soon in fact, the nextyear, 1963 this Newsletter evolved intothe English Teaching Forum.Alatis: Do teachers have to pay for it?Newton: In nearly all countries it is dis-tributed free that is, to the extent thatthe USIS office is able to do this. By "able"I mean that each USIS office has to payfor it to cover the production costs inaddition to postage and handling.Alatis: The office does?Newton: Yes. The USIS office maintains asubscription list composed of the names ofteachers, schools, et cetera, in that countrythat would like to receive the Forum. Thislist is sometimes full because it is neces-sarily limited by the amount of the budgetdevoted to this purpose. Each countrymaintains its own separate list which usual-ly includes departments of the Ministry ofEduk..tion, individual English teachers inuniversities and secondary schools althoughin some countries primary teachers can getit, too.Alatis: The Forum wasn't always availableto teachers in the United States, but now itis. What brought about this change?Newton: Briefly, the background is this:The funds for the USIA arc appropriatedby Congress for the purpose of producingmaterials to be used overseas, and suchmaterials are prohibited by law from beingdistributed in the U.S. For many yearsTEFL people in this country had, fromtime to time, protested individually totheir congressmen in the hope of gettingthe Forum exempted. But nothing happen-ed until about five years ago, when HaroldAllen of the University of Minnesotawiththe help of supporting evidence from othersin our profession,was able to persuade

P.4

his congressman to introduce the necessarylegislation exempting the Forum from thegeneral restriction.Alatis: How does a person subscribe to it?Newton: It is available through the Super-intendent of Documents, GovernmentPrinting Office, Washington, D.C. 20402.The price for a one-year subscription is$14 in the U.S. for four issues. A singleissue costs $4. It is also available outsidethe U.S. through the GPO at $17.50 peryear.Alatis: How do you get you: writers andthe topics?Newton: Well, in various ways. In theearly days most of the writers were peopleon the staff. For many years we reprintedarticles from other journals and drew ratherheavily on the TESOL Quarterly after itgot started. During the last seven or eightyears the number of unsolicited articleshas risen dramatically though now andthen we still reprint articles that we thinkwill be helpful to our readers.Alatis: What is the focus of the articles?Classroom techniques?Newton: Yes, our emphasis iF on method-ology and techniques. Our "News andIdeas" section consists largely of fairlyconcise articles about specific techniquesthat a classroom teacher has actually used(and perhaps originated) and has foundsuccessful. This has always been a popularpart of the Forum, and our mail fromreaders clearly indicates a desire for moreof this kind of article.Alatis: Do you accept articles from teachersin the U.S.?Newton: Yes, however, they must be suit-able for our audience, which consists pri-marily of teachers outside the United Stateswho are nonnative speakers of English,

Photo by I. Lougheed

Another issue of the Forum off the press! EditorAnne Newton (right) and Mary Jo Boya, Editonal Assistant, anticipate the pleasure thecontent will bring the well over 85,000 Forumsubscribers around the world.

and whose students arc not, in most cases,in an English-speaking environment.Maas: Will you continue to reprint articlesfrom other journals?Newton: Yes, we will although I like to

.nt original articles insofar as possible,simply because that makes more articlesavailable to the field overall. We especiallylike to share with our worldwide readershipexcellent articles from journals and news-letters that serve a geographically morerestricted audience, and so have probablynot been seen by most of our readers.Alatis: What do you project for the futurefor the English Teaching Forum let'ssay the next five to ten years?Newton: I would like to do a little more onthe teaching of literature and culture. Wemay devote more space to a focus onsonic particular aspect of English teaching.However, the one thing that we neverwant to lose is the character of the maga-zine as a true forum, with articles on avariety of subjects from teachers in variousparts of the world. In each issue there is areal exchange of ideas, with articles bypeople from at least a dozen countries.For readers in the United States, this pro-vides a perspective perhaps not otherwiseavailable. It can help them to gain insightsabout what is being done in TEFL invarious places together with useful culturalhints.

Another thing I would like to do is togive as much encouragement as possibleto fledgling regional journals and news-letters that can deal with specific localproblems in a way that worldwide publi-cations such as the Forum cannot do. Iwould hope that as many teachers as pos-sible could have access to such a localpublication as well as to one or morejournals that deal with a wider audience.Alatis: How would you describe your job?Newton: It's communication. One of theexciting things about working on the Forumis the constant communication that wehave with so many teachers in more than121) countries, and in addition to the mailwe receive, a much greater quantity ofcorrespondence goes back and forth di-rectly between readers and contributors.We have been amazed to find how ofteneven a rather brief, unpretentious articleevokes responses from readers quite dis-tant, both geographically and linguistically,from the writer. It is all very hearteningand unifying for the profession, I think.And the reader-response that we get en-ccurages us to go the extra mile in tryingto maintain sonic degree of humanity andwarmth in the Forum in this age of mech-anization and impersonalization.

TN 4/83

\like 11'

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/Teaching Difficult Texts at the University Level "t./

014k.

Almost every new teacher of English for Spe-cial Purposes enters his first classroom ready toteach the structure and lexicon of English andthe principles of reading comprehension in away appropriate to the style and requirementsof his students' particular discipline. He soonfinds that after he has dealt with all the discreteitems in the text and has shown the logical con-nection between the parts, his students simplydo not know what the text is all about. Theproblem is not only one of language; it isequally one of content. For some reason, whenstudents hear lectures in their native languagedealing with concepts in their fields of speciali-zation, they accept notions that they only va-guely understand, but in the English coursedoubts and questions surface and are verbal-ized.

Few students are willing to admit to poorunderstanding of ideas with which they shouldbe familiar, so the cry is always about the diffi-culty of the English. It is as though the studentbelieved he had only to break through somelanguage barrier in order to achieve completecomprehension. The truth of the matter is thatmany students would not understand the texteven if it were written in their mother tougue.Some years ago I tested my belief thai .tudentshave great difficulty in understanding ideas, inthe following simple manner: I divided a classof advanced university students of English intotwo groups and gave each group tins same(previously unseen) text and the same ques-tions One group received the material in theirmother tongue; the second group, in the targetlanguage, with permission to use any diction-ary. The results were not substantially differ-ent. Since then, I have repeated the experimenton a number of occasions, always with similarresults. At a certain point, I find, the probleminevitably becomes less one of language andmore a struggle with the ideas.

Teaching English and ideas

The obvious comment here, of course, is thatthe teachers in the students' field of study havenot done their job properly. But whether thefault lies with them or with the student whoprofe:sed to understanding when meaning wasblurred does not concern us. We have to find away of dealing with the students' problems asthey arise in our classrooms. If we find, as Ibelieve we shall, that he does not understandthe concepts in the passages we give him, wemust find a way of combininj a study of Eng-lish with a study of the concepts under discus-sion.

The first time I set out to teach a text in themanner that I explain below, I felt pressured bythe consequent loss of time from my ownheavy syllabus. I was working with a group ofsociology students and wanted to teach English(whatever that umbrella term means), and there

TN 4/83

iI was, trying Z!) explain the difference betweenpositive and negative and formal and informalsanctions. By the end of the session I felt exhil-arated. The students were interested and ex-cited. They had learned the terms; they hadclarified their ideas; they understood the Eng-lish; they felt much morc self-confident. Oncethey had grasped the basic concepts, the read-ing of the passage gradually became easier andeasier for them.

For any but the simplest texts, my system isas follows: First I deal with any problems invocabulary or structure, as far as possible deal-ing with the latter by showing that even themost difficult English sentence is just an exten-sion of simple pattern (example follow).Second, I divide the class into buzz groups(pairs or groups of four or five) and give themguiding questions on the concepts in the pas-sage and on the passage as a whole. They areasked to discuss the questions together. Thegroup (or pair) is responsible for the answers.During this part of the session, I move fromgroup to group, dealing with any difficultiesthat may arise. Lastly, the text is read again andgroup answers are presented and discussed.

An illustration

To illustrate the method, I have taken a shortparagraph from one of the texts real by stu-dents of the social sciences:

The simpler, more stable and stationary thesociety or community, the greater the likeli-hood of high degrees of status consistency forpersons and groups in that society. On the otherhand, in societies or historical periods in whicha high degree of change is to be foundcharge linked with status :nobility it isobvious that status consistency will be lower inpredictive degree. 1 hat is, it will be less certainthat merely because a person will be high inone or two of the attributes mentioned, he willbe high in the others." (From Robert Nisbet,"Sources of Status,' in The Social Bond, NewYork; Alfred A. Knopf, 1977.)

Part I. Problems of language and structure.1. Show that stable and stationary come fromthe same Latin stem sta, like stand, statue, etc.2. Show the rhetorical functioa of expressionslike on the other hand, that is, merely.3. Show that the first sentence is simply anextension of the common and simple structure:The + (comparative form of adjective or ad-verb). The principle here, as will be obviousfrom the examples below, is to start with thesimple and familiar and then move in stages tothe more difficult sentence that appears in thetext.

The more you study, the more you know.Thc higher the grade, the happier the stu-dent.The simpler the society, the greater thedegree of conservatism.

By Stella StatmanBar Ilan University, Israel

The simpler, the morc stable the society,ant. greater the degree of conservatism.The sir*, more stable and stationary thesociety or community, the greater the likeli-hood of high degrees of status consistencyfor persons and groups in that society.

Part 2. Concepts study.1. In groups of four, discuss the followingquestions. Try to use English expressions fromthe text.a. In your own country, which communitywould you consider to be stable and stationary?b Can you think of another word or expres-sion for these two attributes?c. What kind of a society would be the oppo-site of stable and stationary? What kind ofchanges would you exper: to find there?d. Can you remember now the writer definedstatus consistency in die previous paragraph?e. What is the degree of status consistency inthe community dint you chose as your answerto question a?I. What is meant by the term status mobility?Give two examples to clarify the term.g. In which period of history do we find a highdegree of status consistency?I.. In which period of history do we find a lawdegree of status consistency?i. What is the meaning of the verb to predict?What do you thi.1: i. meant by predictivedegree?j. In the pret.-aus paragraph the writer listedthe attributes that normally gave a person sta-tus. Can you remember some of them? If not,read the last paragraph again and K.iresh yourmemory. row give two examples from any his-torical ty;...,d of people whom we know tohave been in one or two of the attibuteslisted and %vivant %ye expect to have been highin the others.k. Give two examples from your own society ofpeople who are high in one or two of theattributes listed but are not high in the others.

When students appear to have finished theirdiscus:con, the answers arc presented for classdiscussing). There are no grades and no penal-ties, s threat is kept to a imaimum.Part 3. The passage is read again and, if re-quired, tested in any of the usua ways.

Clearly, it is not necessary to deal with all theparagraphs in such detail. The passage that waschosen here (mainly because of its brevity) isthe fourth paragraph in the article.. find that Irarely need to work in this way beyond thefourth or fifth paragraph. By the time the stu-dent reaches this point and has grasped whatthe article is all about, he can usually make hisown more confident way through the rest ofthe material.

bout the Lnghth Tette/atm Forum. Janturr. 19.52.

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TESOL, 202 D.C. Transit Building, Georgetown University, Wash, ;ton, D.C. 20057TESOL NEWSLETTER

VOL. XVII, NO. 2, APRIL 1983

TESOL SUMMER MEETING

Evaluation in ESL ProgramsOntario Institute forStudies in Education

Toronto, Canada

Program Chair: Richard HandscombeDepartment of English

Glendon College2275 Bayview Avenue

Toronto, Ontario M4N 3M6Canada

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NON PROFIT ORG.

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Permit No. 16

TN 4/83

Vol XVII No. 3 Teachers of English to Speakers of Other Languages June 1983

TESOL'83: TORONTO THE GOODJust back from Toronto and TESOL '83.

As I survey my unpacking, especially thosecountless little pieces of paper all demand-ing immediate action, and think about theclasses I have to teach tomorrow, what Ireally want to do is crawl into bed andsleep off my convention-acquired cold. Isit this bad for everybody? Was it worth it?The time, the expense, the hassle, the lackof sleep? Why do we go to TESOL con-ventions anyway?

What did everybody do in Toronto?Not the same things, obviously, but themost evident was networking. Old friends:"My God, I haven't seen you since Po-land!" "You remember Mike, British Coun-cil, Peru, 1984." "I look forward to TESOLevery yearhow else can I see my friendsfrom Egypt, Thailand and Venezuela, Cal-ifornia, New York and Arizona?" Newacquaintances: "I really liked your ses-sion." "I have that problem too!" "I knowat every convention I'll meet somebodyI'll want to see for the rest of my career"for ESL "career," read "life").

Now you see again people you attendedgraduate school or TESOL summer insti-tutes with, people you used to teach with,people who teach where you're going to

by Lise Winer, Universite de Montreal

teach, people who teach where you wantto go to teach, people who live in yourown country or hometown that you'venever really talked with. You see the fa-mous"That's really her?"now flesh andblood and a voice, sometimes disillusion-ing, mostly thrilling. And contacts. 'Any-thing opening up where you are now?"Discussing job possibilities over coffee orjammed in a professional breadline. Work-ing even at dinnereasier to talk aboutyour thesis proposal or to bare your soulabout professional problems to someoneyou know who lives far au ay. Sharing ourexperiences: "A student bit you?" "It'spublished? Congratulations!" Sometimesa few thousand TESOLers together canseem overwhelming. But there's a specialpride in the very fact that so many of usare together. Someone, all too common, ina dead-end, exploited, unrecognized job."For the first time I'm not isolated. I reallyfeel like a professional among profession-als." TESOL is people, and it's easy to seethat we have some of the best.

Sessions. Was there anything the sessionsdidn't touch on? The world, apparently, isour oyster. From morphemes to politics.From writing sentences to combining

them. Kinesics and culture, grammar andgraphics. (The program is thus an invalu-able reference guide, and if you didn't getyour copy at the convention, you can getone from the TESOL Central Office; sup-plies are limited although the content isn't.)

"I just went to hear this guy from China,and it's the most fantastic tbhig; he ex-plained about their whole educational sy-stem and it's really interesting and I hope Iget to go there." "Oh yeah. The same oldChina stuff." It's all relative. If you knowlot about pragmatics, you may not learnanything new from a session on this sub-ject, although you might meet the sessiongivers and get into the heavy stuff rightaway, arrange to exchange papers, collabo-rate. If you've never heard about pragma-tics, this is the chance to go anti learn notonly a bit of substance, but to find out ifyou ;ant to learn more. For a minimum oftime investment, you can discover a wholenew area of interest or usefulness, or youcan determine that you're not very inter-ested in that now. At least you knowwhere to find out more and whom toconnect with if you need or want to.



F. H. LaGuardia Community College, CLAY31-10 Thomson Avenue


(212) 663-5819

Editorial Staff and Advisory BoerdRichard Allwright, University of Lancaster, Lancaster.England; John Boyd, Illinois State University, :omml,Illinois; Mary Ann Boyd, Illinois State University,Normal. Illinois; Mary Ann Christison, Snow College,Ephraim. Utah, Cathy Day, Eastern Michigan Uni-versity, Ypsilanti, Michigan; Irene Dutra, Bronx Com-munity College, CUNY, Bronx, Net% York; RonaldEckard, Western Kentucky University, Bowling Green,Kentucky: Winifred Falcon, American Language Pro-gram. Columbia University, New York. New York;Douglas Flahive, Colorado State University, Ft. Col-lins, Colorado; Sergio Caitan, Institute AI exicano-Nortz-americano de Relaciones Culturales, A.C., MexicoCity, Mexico; Roseanne Harrison, College of Marin,Kentfield, California; Mary Hines, Teachers College,Columbia University, New York. New York; Carol J.Kreidler, Georgetown University, Washington, D.C..Jean McC.'o' nochie, Pace University, New York, NewYork; Carmen Judith Nine-Curt, Universidad de PuertoRico, Rio Piedras, Puerto Rico; Robert Oprandy,Teachers College, Columbia University, New York.New York; Howard Sage, SUNY at Westbury, West-bury. New York; Use Winer, University de Montreal,Montreal, Canada.




SOL Development anti PromotionsP.O. Box 14396


The TESOL Newsletter (TN) is published six times a year.February through December. It is available only through mem-bership in TESOL or its affiliates See back page for member-ship information.

TN welcomes news items from affIllates, Interest sections,and organizations as well as announcements, calls for papers.conference and workshop reports and general information ofinterest to TESOL members everywhere A length of approxi-mately 300 words u encouraged for those items except forconference announcements and calls for papers which shouldnot exceed 150 words. Send two copies of these new Items tothe Editor.

Longer articles on issues and current concerns are alsosolicited, and articles on classroom practices at all learner levelsand ages are especially encouraged Howes er, four copies ofthese are required as they are sent out for review by member.of the Eddorial Staff and Advisory Board before publicationdecisiors are made Longer article: are limited h. 1200 words orfive typed double space pages. In preparing the manuscript,authors are advised to follow the guidelines found in theTESOL Oftivarterk. (A copy of the guidelines may also berequested from the TN Editor.)

Authors who wish to contnbute to special sections of the TNare advised to send two copies of their items directly to theeditors in charge of those pages Affiliate and Interest SectionNews: Mary Ann Christison, Snow College. Ephraim, Utah84627. Book Re-iews: Ron Eckard. Western Kentucky Unwer-sit y. Bowling Green. Kentucky 42101; International Exchange:IA: Hamp-Lyons, Institute of Applied Language Studies. Uni-versit y of Edinburgh. Edinburgh EH8 4DP. Scotland, It Works:Cathy Day, Eastern Michigan University. Ypsilanti, Michigan48197, Standard Bearer (employment issues) Carol Kret4ler,School of Languages and Linguistics, Georgetown University.Washington, D.C. 20057.

Notices of job openings. assistantships or fellowships areprinted without charge provided they are 100 words or less.First state name of institution and location (city, state, country).Include address and telephone numbers last. The 100 -cordlimit need not include the Equal Opportunity Employer state-ment but that information should be made clear in the coverletter. A fee is charged for special or boxed job and institutionalads, and they are limited to one-half of two columns. Arrange-ments are made through Aaron Berman. TESOL Developmentand Promotions Note deadlines for receipt of items below.however, last minute job notices will be accepted providedthere is space. Advertising rates and tiformation are availablefrom Aaron Berman, TEQ01, Development and Promotion:.See address and telephone number above.

Deadlinr r receiving copy:De ember 15th for the February issueFebruary 20th for the April issueApnl 20th for the June issueJune 20th for the August issueAugust 20th for the October issue

Next Deadlines: June 20th for the August TN and August 20thfor the October TN.

2

Pvedededd. ltda to dee Mernde/td.

It was apparent in To: c,nto, our fourthannual meeting outside the continentalU.S., that TESOL is truly an internationalorganizatior. . We have always tried to beinternational in our thinking, in our pro-gram planning, and in our publications.We have tried to do this from very earlyonat the same time that demands fromthe numerous U.S. affiliates and the politi-cal times have dictated a deep concernwith teacher certification, governmentfunding of language teaching, and employ-ment concerns. The strength of the U.S.affiliate demands on TESOL in these areasare reflected in TESOL's concern with thepromotion and development of certifica-tion of ESL and bilingual educators invarious states of the United States, in theincreased concern and lobbying effort forlanguage education legislation, and in thedevelopment of an employment concernsquestionnaire, TESOL-sponsored insur-ance for ESL teachers and the develop-ment (yet 01.-going) of standards for ESLteacher training programs.

At the same time we have tried toensure that a broad geographic spectrumof members have run as candidates to theexecutive board of TESOL. Two Canadi-ans have been elected as second vice-presidents of TESOL. Nearly all of thecommittees of TESOL include non-U.S.members. Non-U.S. members have beenactive in planning and have acted asplenary speakers at most of our annualmeetings. At present, we have both JeanHandscombe from Canada and Andy Co-hen from Israel serving on the executiveboard. Richard Allwright from GreatBritain is the chair of the Research InterestSection (and others will be appointed andelected in the future).

In Toronto a number of important thingsrelating to non-U.S. affiliates took place.First, Liz Hamp-Lyons chaired a rap ses-sion for international members and affili-ates which provided some needed feed-back on members and affiliate concerns.And second, three new committees wereestablished by the executive board ofTESOL, all of which have a direct relationto affiliate affairs. A TESOL ScholarshipCommittee was established which will so-licit funds and distribute them in a numberof yet-to-be-determined grants and schol-arships for TESOL members to attend con-

ventions and summer meetings. PresidentDarlene Larson proposed a Public Rela-tions Committee which will attempt to doa better job of promoting communicationbetween TESOL and the public in theeducational and governmental sectors.Even more important, a Task Force onPlanning, headed by the TESOL ExecutiveDirector, was assigned to gather informa-tion on several needed projects whichseem to emerge, in large part, from the1982 Questionnaire to Affiliates, to investi-gate and to report on them, and finally, toassess their financial implications toTESOL. Other problems raised at theinternational rap session, at the AffiliateCouncil and other committee meetingswill be ones of primary concern to theTask Force together with those raised inthe Questionnaire. (Please note the reporton affiliate concerns in the Affiliate andInterest Section column on pages 13, 28-29.) We need your input to make thesecommittees work. We want to hear yourconcerns and your needs, your ideas andsuggestions for the direction of TESOL.Examples of some interesting suggestionsappear on page 3 in the report by MarcellaFrank who spoke on "How TESOL CanHelp English Teaching Overseas" at thesymposium sponsored by the Committeeon Sociopolitical Concerns at TESOL/Toronto.

I have asked the Editor of the TN toreprint on the next page a communicationfrom one of our affiliated groups, SPEAQ(La societe pour la promotion de l'enseigne-ment de l'anglais (langue seconde) au Que-bec). It asks some legitimate questions andoffers some interesting proposals and wewill consider them along with the concernsand suggestions of our other affiliatedorganizations. This is only part of an on-going attempt to serve all our affiliated or-ganizationslocal, regional, and national.

Let us know how we can best serve youand your affiliate. Let your local, regionalor national organization know how it canserve you. Questions have to be asked inorder to be answered and we need all theinput vie can get in order to work in themost promising direction toward enhanc-ing our international role.

John Haskell

CAL!. FOR NOMINATIONSFOR 1984-85

See page 25 and insertbetween pages 24-25

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CALL FOR PAPERSFOR TESOL '84

See April TN center insert!Houston, Texas March 6- 11,1984

TN 6/83

SPEAQ STATEMENTFOR AFFILIATECOUNCIL MEETINGIN TORONTO,TESOL '83

SPEAQ had been in existence four years andhad already proven its viability as the provincialassociation of ESL teachers when it chose tobecome a TESOL affiliate in 1976. Unlike theU.S. state affiliates, SPEAQ does not view TE-SOL as a parent, but rather as a sister organiza-tion. We are not Quebec province TESOL; weare first and foremost SPEAQ! We joined TE-SOL believing that in so doing we would beentering into an alliance whose main purposewas reciprocal and multidimensional coopera-tion and exchange in the field of ESL.

In the past few years, however, we have morethan once voiced our concern whether thebenefits we are getting warrant our renewingour affiliation. The basic question for which weseek an answer is this: for an association that isautonomous, what advantage is there in beingan international affiliate of TESOL? True, oncea year we are allowed limited say in TESOL'spolicy-making via the Affiliate Council. We canlook forward to possible representation on theExecutive Board. But is this sufficient to justifycontinued affiliation?

Because of the customary out-of-country loa-tion of the TESOL conventions, few of ourmembers, being Canadian-based, can attend.Those who do participate do so as individualmembers, not as affiliate members. The affiliatesreceive no financial assistance from TESOL. Itdoes not pay the expense: of speakers partici-pating in an affiliate's convention. The affiliatedelegate attending the TESOL conference re-ceives no special status or funding. Le/she bene-fits from no waiving or reducing of registrationfees. It would seem to us that an association thesize of TESOL should be able to obtain specialroom rates or even offer free accommodationto its official representatives. Never are theaffiliates invited, either, to set up booths or toparticipate as an association at the annual con-ference.

Finally, we would like to comment upon theinternational character of TESOL. Too muchcorrespondence dealing with strictly U.S. issuesis being sent out indiscriminately to all affiliates.This point was raised last year in Honolulu andwe must admit that some progress has beenmade. Now a P.S. is being added to the com-muniqué: that go out to the affiliates statingthat those of us who are not U.S.-based arereceiving the documentation for "our informa-tion." Not" standing, international affiliatesare still receiving too many requests to "write totheir Congressmen." We would like to see agenuine filtering of the mail that goes out.

In closing, let us reiterate our original question:What specific, concrete advantages does an as-sociation like SPEAQ have as an affiliate that anindividual member does not have? We would ap-preciate a clear answer. Perhaps TESOL shouldconsider creating a new category of affiliate orpossibly an associate membership . . .

josette Beaulieu-McFaullPresident, SPEAQ

1N 6/83

HOW TESOL CAN HELP ENGLISH LANGUAGETEACHING OUTSIDE THE U.S.A.

by Marcella Frank, American Language Institute, New York University

At the TESOL Conference in Toronto, an all-day symposium was sponsored by the Commit-tee on Sociopolitical Concerns: "SociopoliticalConcerns in TESOL: An International Perspec-tive." As one of the ten speakers at this sympo-sium, I chose to talk about how TESOL canhelp English teaching overseas. The talk wasbased on my experiences teaching abroad underthe auspices of the United States InformationAgency ( USIA) in Yugoslavia, Morocco, CostaRica and the Dominican Republic. As I discussedeach of these experiences, I drew attention tothe many problems M English language teachingthat I saw, and then concluded my talk with alist of concrete suggestions for TESOL. It is thislist that I would like to share with the readers ofTl' in the hope that some of these suggestionswill be of interest and, even more, can becarried out.

HOW TESOL CAN HELP

1. Act as a clearinghouse to publicize short-term as well as long-term teaching or consultingopportunities overseas, possibly in the TN.

2. Help the binational centers and the culturalaffairs offices of the USIS to disseminate moreinformation abroad about EFL, TEFL pro-grams in the United States and elsewhere.TESOL might make contributions of (1) theTESOL Directory of Teacher Preparation Pro-grams in TESOL and Bilingual Education and(2) the Institute of International Education'sEnglish Language and Orientation Programs in theUnited States. (While I was overseas, manyteachers asked me where they could get thekind of information that is contained in thesepublications.)

3. Make available a list of institutions and orga-nizations to which American, British and Cana-dian teacher training institutions that offer EFLand TEFL programs can send their brochures.(Teachers overseas asked me where they couldfind such brochures.)

4 Because overseas teachers who want to studyin the U S. often can't afford the cost of ourschools, a TESOL study group migh, find outwhere scholarships are available and compile alist that could be publicized in the TN. Amongmany possible organizations which could offerscholarships are AMIDEAST and UNESCO.Perh ps another TESOL study group might beformed to work up grant proposals to suchorganizations Also, perhaps the annul mem-bership dues bill sent to TESOL membersmight include a place for voluntary contribu-tions to a scholarship fund for help in bringing

verseas teachers to the United States for theTESOL Summer Institutes and for other sum-mer programs.

5. Publish a list of summer EFL, TEFL/TESLprograms in the United States and other English-speaking countries so that binational centersand overseas TESOL affiliates will be informedabout these programs. (Many teachers I spoketo who couldn't afford to come to study in the

72

United States for a long period of time said theycould come for a summer period.)

6 Cooperate more closely with governmentorganizations overseas that are involved in En-glish language teachingPeace Corps, AID,and especially USIA. Possibly a meeting withthese agencies might be in order. I believe, also,that it would be extremely helpful to use theTN to give information about the various sec-tions of the USIA and its role abroad in Englishlanguage teach;^g and in disseminating informa-tion about American life and culture. TESOLmembers might also be interested in gettingsome information about the binational centersabroad.

7. Publish a list in the TN of TESOL overseasAbates together with names and addresses of

:sey contact persons with the thought of encour-aging EFL teachers to make contacts with themwhile traveling or working abroad.

8. Encourage all overseas conference organi-zers, wheiter from TESOL affiliates, USIA, ora foreign ministry of education, to use TESOLas a clearinghouse to publicize the events severalmonths in advance. These could appear in theTN. This would be helpful for the individualTESOL member who might be in a particulararea and might volunteer to help with suchconferences or wish to attend them. it wouldalso be especially helpful to publishers whomight like to set up a book exh;v.it or to offer togive demonstrations or work sips. (For exam-ple, the international EFL editor of my publish-er told me that if she had known in advanceabout the recent seminars in the DominicanRepublic, she would have offered to take partin them. She suggested that if thos° who plannedsuch conferences wanted more publishers' ex-hibits, they might notify the Association ofAmerican Publishers, I Park Avenue, New York,New York 10016 about their conferences.)

9. Encourage TESOL members who returnfrom abroad to publicize in the TN the needs ofthe English language programs they visited,especially the needs for books and other ma-terials, and to give an address where suchmaterials can be sent. (In Costa Rica I had anurgent appeal for books on literature and liter-ary criticism. When I returned to the UnitedStates, I bought books at church bazaars, fleamarkets, second hand bookstores and sent themto the university in care of the APO address forthe binational center.) Also, one of the directorsof a binational center suggested that university-made videotapes prepared for teacher trainingwould be very welcome in such centers sincethey were even more useful than commerciallyprep wed ones.

10. Encourage TESOL members to send backcopies of the TESOL Quarterly to the binationalcenters. We would need to find out from theUSIA which centers want them and the bestway to send them. (In Santo Domingo I volun-teered to send them all my back copies. Al-though they have a current subscription, not allthe journals arrive.)

3

EXECUTIVEDIRECTOR'SREPORT TOLEGISLATIVEASSEMBLY

The bylaws of TESOL direct the executivedirector to make an annual financial and mem-bership report to the executive board and pro-vide a summary of the report to the LegislativeAssembly.

At the conclusion of the preceding fiscal year,October 31, 1982, TESOL had a fund balance of$244,102 which included cash assets of $117,498.Revenues collected during the fiscal year :otaled$658,425; expenses paid totaled $651,358. Theexcess of revenues collected over e.penses paidwas $7,067.

The membership total at the end of 1982 was10,489 members, an increase of 600 over theprevious year. Out of our total membership,55% are regular members, almost 20% are studentmembers, and 18% are institutional members.

Following is the breakdown of primary /nem-bei ship in the Interest Sections:

Teaching English Abroad 1803EFL for Foreign Students in English-Speaking Countries 679ESL in Elementary Schools 506ESL in Secondary Schools 498ESL in Higher Education 1484ESL in Bilingual Education 295ESL in Adult Education 893Standard English as a Second Dialect 50Applied Linguistics 511Research 72Refugee Concerns 88

According to the TESOL constitution, elec-tions were held by mail ballot for new officersand members-at-large of the executive board.The names of candidates on the ballot were asfollows: for first vice president, Charles H.Blatchford and Thomas Buckingham; for secondvice president, Penny Larson and Elliot Judd;for two members-at-large of the executiveboard, JoAnn Crandall, Penelope Alatis, JanetConstantinides, Phillip Roth, Ian Gertsbain, andRichard Orem. I wish to announce to you theresults of the mail ballot: for first vice president(and president-elect)--Charles H. Blatchford;second vice presidentPenny Larson; andmembers-at-large of the executive boardJoAnn Crandall and Penelope Alatis.

Also according to the TESOL Constitution,the chair of th_ Nominating Committee for thecoming year is chosen by the executive boardfrom among the four elected members of theretiring committee. I am pleased to announcethat the executive board has chosen Sadaehvataki to fill that position for 1983-84.

There were two additional slots on the execu-tive board for the year 1983-84 created by theelection of Penny Larson as second vice presi-dent this yea:, and the election of John Haskellas first vice president last year. Such slots,according to the TESOL constItition, are to befilled by a majority vote of the executive board.I am pleased to announce to you that theexecutive board has elected Andrew Cohen andMarsha Santelli to fill those two slots; eachappointment is for the year 1983-84 only.

Respectfully submitted,James E. AlatisExecutive Director

4

Report of President Darlene Larsonto the TESOL Legislative Assembly

It is a pleasure to report to the Legislative As-sembly of the 17th annual convention of Teach-ers of English to Speakers of Other Languagesthat the year has been a most productive one.

Members should be assured that the reorgani-zation plan has been implemented to the extentpossible in this first year. Certain aspects mustremain until those elected under the new processcan fulfill new roles as designated in the consti-tution.

Certain parts of the TESOL Handbookwhichwas written by our late president Ruth Crymeshad become obsolete, and they are now beingrevised. Additional sections have 1 en added toincrease its practical value for affiliate officersand section leaders. Much of this has been theresult of first vice president John Haskell's workin increasing contact with affiliates, and weowe him our thanks. The executive board hasauthorized our executive director to study andreport the costs and implications of TESOL's

Moments before the Legislative Assembly. Fromleft to right, Darlene Larson, President (1982-83); Sadae lwataki, Chair, Nominating Com-mittee (1983-84); and James Alatis, ExecutiveDirector.

providing additional and new member servicesas have been suggested by affiliate officers tothe first vice resident. It is hoped that we willbe able to act o.,,some of those suggestions atthe board's mid-year meeting next fall.

TESOL's new publications committee wasappointed and approved last summer. Underthe guidance of H. Douglas Brown, we lookforward to new initiatives in that area.

A new TESOL Quarterly editor was namedlast fall. The appointment of Barry Taylor ofthe University of Pennsylvania became effec-tive this past January 1. We express our grati-tude to former editor Jacquelyn Schachter wi,oresigned last May, to interim editor H. DouglasBrown who served in the transition period, andto our new editor Barry Taylor whose enthusi-asm for the job and respect for the TESOLQuarterly becomes more apparent in everyconversation.

Our other standing committees have all hadheavier agendas than has sometimes been thecase. Joan Morley, chair of the Committee ofthe Rules and Resolutions has helped with theimplementation of the reorganization 1Pn.

73

Carol Kreidler, chair of the Committee onProfessional Standards has guided this newcommittee as it tackledat the request of theexecutive boardthe task of developing aTESOL statement of program standards.

Jeanette Macero, chair of the Committee onSociopolitical Concerns has led a more activecommittee in a greater variety of projects thanhas customarily been on the agenda of thatcommittee. Her symposium last Tuesday onseeking an international perspective on sociopo-litical concerns had a record attendance for aCommittee on Sociopolitical Concerns event.Not only do I want to express my personalthanks to these chairs, but also to the membersof these hard-working TESOL committees.

One more TESOL c% mmittee is the Nomina-ting Committee which was chaired this pastyear by Marsha Santelli. I owe her specialthanks for taking on additional tasks at therequest of the presidenta request to work ona segment for the revised Handbook describingthe elections process and nominations proce-dure.

The executive board has appointed SadaeIwataki t' chair the 1983-84 Nominating Com-mittee. One of the committee :nembers of thelast committee must be appointed chair. Sadaehas asked me to announce that the committeewill publish in the June TESOL Newslettertheir annual call for suggestions and the dateswhen they will be due.

Plans for summer institutes are underway forToronto in 1983, Oregon 1084, and GeorgetownUniversity in Washington D.C. in H85. Theboard selects summer institt.te host institutionsby responding to invitations. The TESOL News-letter carries in each issue a brief announcementthat we welcome such invitations--with direc-tions for obtaining more details.

MORE SCHOLARSHJPSAs we rejoice in the growth of the Ruth

Crymes Memorial Fund, we also recognize theneed for more scholarship money to be madeavailable for teachers in our profession. I amhappy to tell you that the executive board hasvoted to contribute $1000 a year to scholarshipfunds.

Until the Crymes Fund reaches its $25,000goal, $500 will be added from the TESOLtreasury each year. We will also begin a newfund immediately with $500. When the CrymesFund goal is reached, we'll put $1000 per yearinto our new TESOL scholarship fund. Thedetails of how soon an award can be made andwhat criteria will be followed are to be deter-mined by a committee yet to be appointed. Theboard, however, has named the immediate pastpresident as chair of the committee and i assureyou that the work will soon be underway.

You can see the problems in making a reportwhile the executive board is still in its series ofmeetings. But I wanted to announce a numberof points that have been accomplished and tothank those who have helped me carry on thework of this wonderful organization.

Respectfully submitted,Darlene LarsonPresident

TN 6/83

PROCEEDINGS OF THE ANNUAL LEGISLATIVE ASSEMBLY

The Legislative Assembly of TESOL wasconvened at 6:05 p.m. on Friday, March 18,1983 in the Civic Ballroom of the SheratonCentre, Toronto, Ontario, President DarleneLarson presiding, Catherine Ann Johnston, par-liamentarian.

1. The parliamentarian conducted the electionsfor the Nominating Committee. Printed ballotshad been prepared listing a slate of five namessubmitted by the Affiliate Council and fivenames submitted by the Section Council, withtwo persons from each slate to be elected to theCommittee. The slates were: from the Affiliate

Larson

8

CouncilJoseph Clavan, Nancy Frankfort,Nicholas Franks, Cathy Jacobson, and LindaSchinke-Llano; from the Section CouncilChristine Bunn, Kathy Flynn, Joan Kertis, Victo-ria Price, and Carole Urzua. One person wasallowed to speak, for no more than two minutes,on behalf of each candidate. The ballots werethen marked and collected. The parliamentananassisted by scrutineers left the Assembly to tallythe ballots, while the meeting was continued.

2. James E. Alads read the executive director'sreport which was receit.ed with gratitude andordered filed.

3. Darlene Larson reported to the Assembly onthe accomplishments of the past year and proj-ects which are ongoing. (See page 4).

4. Joan Morley, chair of the Rules and Resolu-tions Committee, introduced members of theCommittee and read five courtesy resolutionsprepared by the Committee, all of which wereadopted with applause (see below).

5. The results of the elections for nominatingcommittee members 1983-1984 were announcedas follows: Christine Bunn, Carole Urzua, NancyFrankfort, and Linda Schinke-Llano.

_s

- .1(

sx;t

Brown Iiandscombe Gertsbain C111than Orem Schachter

CONV N RESOLUTIONS.RESOLUTION ONE

Whereas Darlene Larson has directed the re-organized units and activities of TESOLwith a sense of total commitment, inde-fatigable energy, and sometimes sharp andwily wit;

Whereas Darlene has devoted long and loyalservice to TESOL as either chair or memberof numerous committees, as writer andcolumn editor for "It Works!" and as firstvice president an, president;

Whereas we are grateful Darlene saw fit earlyin her career to leave the pastoral tranquil-lity of Galesburg, Illinois for the excitementand turmoil of New York City, to thepermanent advantage of TESOL and itsthousands of members and their students;and

Whereas Darlene's unfailing vision in supportof just and humane social, political, and cul-tural goals for TESOL has assured theorganization's integrity and sense of itselfas a force. in the future;

Be it therefore resolved that TESOL express itsgratitude for her service, its appreciationfor her contributions, and its admirationfor her as a person.

RESOLUTION TWOWhereas Jacquelyn Schachter's exemplary work

and publications span the history of secondlanguage acquisition;

Whereas Jackie, while unerringly producing"An Error in Error Analysis," has nevererred in her dedication to the field ofapplied linguistics and language teaching;

Whereas Jackie has continued the tradition ofexcellence of the TESOL Quarterly andunder her stewardship has maintained it asone of the foremost language journals; and

Whereas Jackie was a vigorous, dedicated editor.ever intent on raising publications standardsand demanding th- most from both thewriters and the editorial board of the TE-SOL Quarterly;

TN 8/83

Be it therefore resolved that TESOL, the writersand the readers, express their heartfcltthank; for the five years of dedicated workwhich Jackie has devoted to the TESOLQuarterly.

RESOLUTION THREEWhereas H. Douglas Brown selflessly and

capably assumed the TESOL presidencyunexpectedly early, at a very sad time forus all, and presided for his extended termwith strength, open mind and earnest con-sideration of all viewpoints;

Whereas with great wisdom, patience and humorDoug listened to all our ideas for reorgani-zation and masterfully synthesized theminto a sensible and sensitive plan;

Whereas Doug so willingly un-retired his bluepencil and so cheerfully lent his editorialexpertise to the TESOL Quarterly as interimeditor, and now has been persuaded tochair the publications committee for thenext five years; and

Whereas our minds and our hearts have beentouched with Doug's scholarship, warmth,and kindness;

Be it therefore resolved that we applaud Dougfor his outstanding and continued dedica-tion to TESOL and thank him for hiswillingness to share so much of himselfwith us.

RESOLUTION FOURWhereas Jean Handscombe and Richard Orem's

creative energy and devotion to detail ha% eproduced an extraordinarily well-composed,well-orchestrated, and well-directed con-vention, while they have maintained steadyand even composure throughout;

Whereas Jean and Richard and their manycommittees have put together a highqualityprogram of over 800 sessions which havekept us challenged and energized fromseven to eleven;

74

Whereas Jean has converted her home into onegiant TESOL filing cabinet (from theattic to the cellar) as she and her husbandplanned for not just one but two TESOLconventions, leaving Matthew and Susannato maintain order and graciously answerthe telephones; and

Whereas Dictc Orem has given of his time andtalents unsparingly, and having helpedmastermind Midwest Regional TESOL,moved along to this year's internationalconvention, bringing with him his expertiseand his dedication;

Be it therefore resolved that TESOL say to Jeanand Dick, "So have we not loved thisconference, eh?" and

Be it further resolved that the membershipexpress its sincere gratitude and its genuineappreciation for a singular jobwell done!"

RESOLUTION FIVEWhereas "March in Toronto? We'll freeze!"

were our cries, / But we came to find sun-shine, a welcome surprise! / The carefullyplanned program of white on white, / Nolonger symbolizes snow, but rather, clearlight.

Whereas Ian Certsbain and Maureen Callahan,the local chairs, and the hundreds of volun-teers, both visible and invisible, have de-votad countless hours planning and realizingthe TESOL '83 Convention;

Whereas Maureen's experience in organizationfor T.::SOL Boston, and both Ian's andMaureen's expertise in running TESOL On-tario conferences has been so manifest inthe excellence and efficiency of the servicesprovided at this conference;

Therefore be it resolved that TESOL expressesits deepest thanks to Maureen, and to Ian,and to thelocal committees for their impres-sive performance, and for showing us that "Prac-tice makes perfect."

5

FACILITATING AUTONOMY IN LANGUAGE LEARNERS

During a semester students often ask,"What can I do to improve my English?"Others seem to have pinpointed a problem,"How can I improve my vocabulary?" (Orwriting, or pronunciation. . . .) Knowledgeof a particular student's difficulties andexperience, informed by a teacher's syn-thesis of the theory and research on secondlanguage learning, will usually provide thebasis for the advice students are given. Iam not questioning this method of respond-ing to our students' queries. I would, how-ever, like to propose an alternate source ofinformation for considerationstudents'self-reports on how they help themselveslearnand to describe how the semi-struc-tured interview can be used to collect suchinformation.

The first part of the interview shouldprovide students with an opportunity togain confidence in their ability to talkabout themselves and their learning. Thus,questions most ESL students learn to an-swer soon after their arrival in an Englishspeaking country can be asked: why theycame; their planned length of stay; howthey find studying English outside theirnative country. When students becomerelaxed, one can move on to the secondpart of the interview and a discussion ofhow students help themselves learn thelanguage and develop facility in its use,i.e. their language learning skills. A grid,

by Anita Wenden, York College, City University of New York

which students have been asked to com-plete before the interview indicating whatthey are doing and what language they areusing each day from 8 a.m. to 8 p.m. in atypical week, is then examined. Settingswhere students usually use English arenoted, and those settings they would liketo discuss are chosen. For example, stu-dents with whom I originally used theinterview chose to discuss work situations,home stays, TV, movies, newspaper read-ing, and special hobbies.

The following excerpt from the secondpart of one interview illustrates the rangeof topics covered by the questions as wellas by the information that can be providedby students voluntarily. The interviewee isa Japanese business man who has just beenassigned to the United States after twoand a half years in Germany. His conver-sations with an American employee arebeing discussed. '.le initial question isintended to help him rer )fleet the situation.(The numbers indicate a change in topicinitiated by the interviewer: the letters in-dicate a change by the interviewee.)

Q: Who talks? Who listens?

A: I listen when the employee complains; Itry to find a solution; I give him hisassignment; he often comes back to mewith problems.

(1)Q: Are you comfortable with Him?A: Yes. He speaks slowly, more slowlythan others, so its easier for me.

(2)Q: Do you ever notice how he says things?

(a)A. When doing business, I don't considergrammar. Mostly I try to get the meaning.Its not necessary to catch all the words.Q: What about business vocabulary?

(b)A: If ht. uses new words, I ask him themeaning. I stop the discussion. Then heuses another wordeasier and the discus-sion continues.

(3)Q: What do you do with that new word?

(c)A: I am very old. My ability to learn byhearing becomes worse. But I'm trying.Q: Do you use the words your employeehas explained at another time?

(answer to 3)A: No. Its better to write it down and tryto use it. I can't remember if I don't.Q: Have you learned anything else withhim (other than vocabulary i.e.)?


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(d)A: I ask him to correct the sentences onimportant applications. He corrects mygrammar.

(4)Q: What do you do when he corrects the.entences?No response.

Q: When you talk does he correct you?

A: Yes, and after business matters areover, he corrects me when we talk ofpersonal matters.

(4 repeated))Q: What goes on in your mind then?A: I don't have to take notes (as he did inGermany) Because I speak English every-day. I try to understand the reason andcheck the reason and if it's not satirfectory,I ask him for the reason and he explains.

(e)That discussion is helpful to understandgrammar.

(5)Q: When you talk with your employeeswhat are you thinking of? about improvingyour English or about the meaning?

A: I think of the meaning especially busi-ness. I concentrate on the meaning not ongrammar. I concentrate on his character. Itry to decide how he will respond. Thisemployee is passive and gentle and so Iwant to know if he understands my English.

(f)I'm Japanese and sometimes I speak thewrong thing. Others ask me what I meanbut he doesn't. He "feels" my English. I'mvery careful Zo use the right sentence.

(g)There are many ways to say things and Idon't want to offend people. But I never

(h)think about making mistakes. I don't careabout making mistakes.

(6)Q: Does talking with your employee helpyou improve your English?A: Yes, because I can speak every day. SoI can speak spontaneously. When I speak

(i)

only in Japanese I can't speak spontaneous-ly. I must think in Japanese first.

What does such an exchange reveal aboutthis learner's involvement in his learning?First of all, his answers to the questionsillustrate how he feels in that situation andwhy (1); what aspects of the language henotices (2); his strategy for rememberingnew words (3' '.nd for dealing with errorcorrection (4); what he attends to duringthese conversations (5); his evaluation ofthis situation as a means of improving his

TN 8/83

I

English and the criteria for his evaluation(6). The unelicited information providedby the interviewee further indicates hisgeneral strategy for understanding the spo-ken language (a) and a more specificstrategy for understanding the meaning ofa new word (b); his beliefs about age andlanguage learning (c); a strategy for com-municating in the written language (d); anevaluation of his strategy for dealing witherror correction (e); his awareness of thefact that he makes errors or inappropriateword choices (f) and that there is a re-lationship between language and setting(g); how he feels about making mistakes(h); and his awareness of how thinking inhis native language affects his speaking (i).In sum, such an interview can reveal whataspects of their language learning experi-ence learners attend to, how they assess orevaluate what they attend to, and thestrategies they utilize to help themselveslearn and acquire facility in the use of thelanguage.

Information such as this can, then, serveas the focus of teacher-student conferencesor of small group discussions during whichstudents would be enabled to find answersto their questions about how they canimprove their English or their writing ortheir pronunciation. The Japanese businessman referred to in the excerpt, for example,might benefit from a discussion on ageand language learning. Alternatively, sincehe also appears concerned about usinglanguage appropriately, helping him todevise strategies for selective listeningcould also prove useful. These strategieswould enable him to take advantage of hissocial environment to learn the languagespecific to given social settings. Besidesproviding information that can focus stu-dent conferences, the actual participationin such an interview can give learners anopportunity to reflect upon their languagelearning experience and to become moreaware and critical of themselves as lan-guage learners. In fact, it was the studentswho brought the usefulness of such anactivity to my attention. Said one, "This isalmost like therapy; now I understandwhy I did not learn English before." Andanother, ". . very interesting; I'd neverthought about all this before." Then again,another, when asked why she had agreedto be interviewed said, "I wanted an op-portunity to think about how I learn and tosee what I could do to improve."

Teachers are, therefore, encouraged toase the interview and the information itprovides to help 'heir students becomemore efficient and autonomous languagelearners. For, as Bruner has very wiselyreminded us, " . . . . Instruction is a pro-visional state that has as its object to makethe learner or problem :elver self-suffi-c.ent. ." (1966:53) Aaik

REFERENCES

Bruner, J Toward a Theory of Instruction Cambridge liar,ardUniversity Press. 1966.

Wenden, A The Processes of Self -Directed Learning A Studyof Adult Language Learners (ERIC Document No El) 221065)

76

Tokai University, Hiratcuka, Japan, EFL in-structors for April and September 1984 needed.ESL/EFL M.A. and three years experience re-quired. Weekly teaching load: six freshman En-glish classes and two electives. Salary varies.The minimum is $16,500 U.S., no tax and otherbenefits. Two-year contract. Send vita, copiesof diploma (B.A. and M.A.), undergraduat. andgraduate transcripts, and three recommendationletters by September for April 1984 and by Feb-ruary for September 1984 to: Takaji Tanaka,Chairman, E.D.O.L., Foreign Language Center,Tokai U., 1117 Kitakaname, Hiratsuka-shi, Kan-agawa-ken, 259-12, Japan.

Aomori-City, japan. Aomori Akenohoshi Ju-nior College, a small women's college, seeks ateacher with an M.A. in TESL to coordinate theconversation program. Two-year contract in-cludes fare to Japan. Opportunities to do re-search available and encouraged. The college islocated in the snowy district of northern Japan,eight hours from Tokyo by train. Immersion intraditional Japanese life assured. Climate similarto that of northern U.S. Send resume and lettersof application to: Philip Barbieri, Amori Akeno-hoshi Junior College, English Department,Namiuchi 2 Chome, 6-32, Amori -City 030 Japan.

Pontificia Universidade Catolica, Rio deJaneiro, Brazil seeks a suitable Fulbright candi-date for a 6-month period of lecturing andresearch consulting. Requirements: a Ph.D. inEducational Linguistics; 5 years' experience inuniversity .eaching of English or other Indo-European language, curriculum developmentand research design in applied linguistics.Knowledge of Portuguese desirable. Duties areto teach graduate courses in applied linguistics,conduct workshops with language departmentstaff and assist in launching research projects.

Write to: Hadara Perpignan; Depaitame.Itode Letras, PUC; Rua Marques de Slo Vicente,225; 22.453 - Cavea; Rio de Janeiro - RJ; Brazil,and to the Fulbright Commission for applicationform: Council for Ir ternational Exchange ofScholars, J Dupont Circle, Suite 300, Washing-ton, D.C. 2u036.

Interlingua Institute de Linguas, Algarve,Portugal anticipates an opening for the 1983-4school year for a TEFL teacher. Maximum P.2hours weekly in small classes (5-12 students)ranging in age from 12-25 from beginners toadvanced. M.A. not essential, but TEFL train-ing a must. Salary above local standards andcommensurate with experience and qualifica-tions. Situated in sunny southern province ofPortugal. Send resume to: Zita Segall Neto,Director, Interlingua Institute de Linguas, RuaInfante D. Henrique 171, 8500 PortimAo Por-tugal.

University of Hawaii at Manoa. ESL Depart-ment. Assistant professor, tenure-track, to beginFall 1983. Requirements: Ph.D. in appropriatefield; teaching experience in '.SL graduate pro-gram; scholarly publications, active researchinterests. To teach graduate/undergraduatecourses in SLA, classroom centered research,ESL methodology and practicum. Salary range:$16,872 - $25,296. Send vitae, references, publi-cations to: Chair, Department of ESL, Uni "ersi-ty of Hawaii, 1890 East-West Road, Honolulu,Hawaii 96822. Closing date: June 10 or whenposition filled. Continued on page 16

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Edited by Richard SchreckHeidelberg College

A person who is "on line" is engaged ingiving instructions to a computer. Becausethe term suggests human control overcomputer activities, it seems satisfying asa title for a TN column dealing withcomputer applications in ESL. On Linewill present articles by linguists workingwith computers and will attempt to focuson issues raised by its readers. Columnarticles of 800 to 1,000 words, responsesto articles, and requests for articles onspecific topics are welcomed and shouldbe sent to: Richard Schreck, HeidelbergEnglish Language I. stitute, HeidelbergCollege, Tiffin, Ohio 44883.

Computer-AssistedLanguage LearningComes of Age

by David H. Wyatt

It surprises many language teachers tohear that computers have been in routineuse for language learning since the mid -1970's. The reason for the general lack ofawareness is easily understood; very fewinstitutions were able to afford the expen-sive mainframe or minicomputer systemswhich were previously necessary to pro-vide computer-aided lessons. Thus, com-puter-assisted language learning (CALL)has had little impact on our professionuntil now.

However, the 1983 TESOL Conferenceserved as a dramatic demonstration thatthis situation is changing completely. Low-cost microcomputers, or personal comput-ers, have become available as an afford-able means of implementing CALL in anylanguage teaching institution. Throughboth the academic presentations and thecommercial exhi'oits, it became obviousthat a small but rapidly-growing section ofthe pt fession is working on the develop-ment and use of microcomputer-basedlearning materials. The attendance at themany computer-related presentationsnoteven standing room was generally avail-abledemonstrated that large numbers ofESL teachers are now interested in usingCALL in their classrooms.

What impact is CALL likely to have onTESOL, and what materials are availableat the moment? Let us briefly considersome main aspects of idnguage instructionin turn.

David Wyatt Is an ESL consultant working in the Washington.D C. area.

TN 6/83

Reading/Vocabulary Computer-assisted learning techniques are likely tohave a major impact o,. the teaching ofreading. Indeed, recent textbooks usingthe 'reading skills' approach lend them-selves so well to CALL that they mightalmost have been written for this purpose.Similarly, 'reading laboratory' materialscan be directly transferred to the micro-computer, with considerable gains in termsof individualization, interaction, and moti-vation. At present, no microcomputer-based reading skills materials are availablefor ESL, although increasing amounts ofcourseware are being 1- ,blished for nativespeakers. Aids to vocaoulary learning forESL students are already on the market.

Writing Microcomputers are expectedto have a strong impact on the teaching ofwriting. Here, however, the computer willchiefly be used as a 'tool' in the writingprocess, operating in the role of wordprocessor. (It should be noted that thesame microcomputer can function in manydifferent roles. It is the particular softwarein use at the momentusually supplied inthe form of disketteswhich determineswhether the computer will operate as alearning aid, word processor, checkbookbalancer, etc.)

As a word processor, the computer pro-vides an ideal solution to the problem ofgetting students to incorporate and learnfrom the corrections you make to theirassignments. Major and minor errors canvery easily be corrected; if you feel thatentire paragraphs should be moved aroundto produce a more logical structure, thestudent can achieve this on the word pro-cessor with just a few keystrokes beforeprinting out a perfect final copy. If youwish, a complete spelling check can bemade by computer and errors correctedeven before you see the first draft. At the



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78

moment, although hundreds of word pro-cessors are available, none is adaptedspecifically for use with foreign learners.

Grammar There is the area which hasgenerated the most controversy so far,partly because most of the available ma-terial employs a structuralist approach.However, there is no reason a priori thatcourseware employing a notional-function-al or communicative approach could notbe developed. It seems likely that opinionswill remain very much divided on thisaspect of computer-aided instruction.Teachers who see a place in the curricu-lum for grammar-oriented materials willprobably welcome the computer-based!rill and tutorial as freeing class time formore communicative activitie:. Other teach-ers may reject this type of CALL in itsentirety. Ironically, this is the typ, ofcourseware which is most widely availableat the moment.

Listening/Speaking Listening skills areone of the areas in which computer-aidedlearning holds most promise. The potentialof a listening skills course based partly onvideodiscs under microcomputer controlis exciting, particularly for those methodol-ogists who have recently been proposingintroductory periods of listening and mean-ingful language input before requiring anyextensive production by the student. Re-cent developments suggest that videodiscsand videodisc players will soon becomestandard, affordable educational equip-ment, but at present there is very littlecourseware available for language teach-ing.

On the other hand, speaking is an area inwhich CALL probably has very little con-tribution to make in the foreseeable future.Computers may be of help in limited rolessuch as in the analysis and correction ofpronunciation problems. Work along theselines is already in progress, but there ap-pears to be no usable ESL courseware asyet.

Testing As far as objective tests areconcerned, the computer is an ideal ad-ministrator, collator, and calculator of resultsand statistics. Computers are also poten-tially capable of more efficient and accu-rate te.,ting through their ability to adaptinteractively to the ability of the studentduring the testing process. Thus, althoughfew interactive or traditional objective testsare yet available in computerized form,this state of affairs is likely to change verysoon.

It is important to recognize that thesituation with regard to availability ofcourseware is far from satisfactory. Insome of the areas indicated above, theproblem of quantitysimple lack ofready-to-use to use materialswill proba-bly be solved within the next twelve months.However, the question of the quality ofthe courseware is also a critical problem,and it is here that we will increasinglyneed to focus our attention.

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THIE.STANDARICi BEAREREdited by Carol J. Kreidler

Georgetown University

COLLECTIVE BARGAINING: AN UPDATEProfessionalism. In the field of TESOL that

word conjures up images of scholarly endeav-ors, educational ideals, meeting instructionalcommitments, fairness in the classroom, at,' asensitivity to students' needs. However, wheredoes fairness in terms of economic mattersbelong when one speaks of professionalism?Likewise, how does one address the areas of jobsecurity, salary, benefits, contracts, workloads,and grievance? Recognizing economic, concernsas an integral component in any definition ofprofessionalism, WATESOL submitted a resolu-tion to the Legislative Assembly during the 1980San Francisco TESOL Conference requestingstudy in the following areas: benefits, contracts,salaries, job security, grievance procedures, bar-gaining organizations, program approval, man-agement training, job market survey and lobby-ing. This resolution was subsequently passed.

The passing of this resolution signaled thateconomic opportunity, :along with academicgrowth and freedom, was an issue which theprofession and the organization had to address.TESOL set for itself the task of gathering,compiling and disseminating information. In1981 Reports of the Ad Hoc Committee onEmployment Issues, which addressed the aboveareas, was published. This publication is avail-able from TESOL. The purpose of this articlethen is to share with you information dealingwith collective bargaining and bargaining or-ganizations. This will not be the first time suchinformation has been found in the TESOLNewsletter. This column, "The Standard Bear-er," was specially created to address employ-ment concerns aiming both to disseminate in-formation and to provide the membership witha means by which it could react and voiceconcerns. This article will hopefully add to theinformation already shared and in some casessummarize it.

The words "union" and "unionization" (theterm bargaining organization is a euphemism)cause many people, especially educators, tocringe. Michael Lehmann, President of theUnion of the University of San Francisco in hisaddress at the 10th Annual Convention (NewYork, 1982) for the National Center for theStudy of Collective Bargaining in Higher Edu-cation and the Professions (NCSCBHEP), statedthat faculty prefer to be called professionals,not employees. However, in truth, they cannever own the business; they are employees. Hefurther stated that governance vehicles such asthe university senate, committees and peer re-view, which are really advisory in nature, givethe impression of shared authority. However, inreality they only give shared responsibility. Inlight of this growing sentiment, there has been agreater movement in education toward collec-tive bargaining as a viable and sometimes theonly means to improve one's job situation.Organizations such as the American Federationof Teachers (AFT), the National EducationAssociation (NEA), American Federation ofState, City, and Municipal Employees(AFSCME), and the American Association ofUniversity ?rofessors (AAUP) have been pri-mary to this .c.:vement.

TN 6/83

by Linda TobashThe English Language Center

LaGuardia Community College, CUNY

In short, collective bargaining is the systemwhereby a third partya union, professionalorganization, or a specially appointed media-tormeets with employen to present and nego-tiate employee concerns, hopefully producing abetter working situation.1 his third party acts asa representative for a "uni ," a group of peoplewho share common employment interests andconditions. The National Labor Relations Act(NLRA), which was instituted in 1935 to sanc-tion the right of employees to unite and negoti-ate, sets guidelines as to what constitutes an "ap-propriate" bargaining unit and details conditionsfor bargaining. The National Labor RelationsBoard (NLRB) determines if a unit is indeed"appropriate." A Guide to Basic Law and Pro-cedures under the National Labor RotationsAct, published by the U.S. Government PrintingOffice, describes in laymen's language the Actas it pertains to the rights of employees, collec-tive barga;aing and representation, unfair laborpractices on the part of ei.;ployers and labororganizations, decertification procedures (liter-ally, getting rid of an existing union), andenforcement of the Act. Private institutions fallunder the NLRA; however, public universitiesor state systems are subject to state laws whichvary from state to state.

In the October and December 1982 issues ofthe TESOL Newsletter, Myra Shulman andSalvatrice DeLuca explain in detail how theEnglish Language Institute of American Uni-versity, Washington, D.C., went through theNLRB process and successfully became an inde-pendent bargaining organization, ELIFA, whichcould negotiate its own contract. Some of thehighlights of the agreement they negotiatedinclude: formal recognition of ELIFA, a pro-cedure for increasing or decreasing full-timepositions, a job title of "language specialist," astep table for wages, wage increases averaging13% for full-time employees and ranging from40%435% for part-time, paid sick leave for fulland part-time, special leaves of absences withpay for full and part-time, a clearly statedsubstitution policy where the University pro.vides and compensates substitutes, paternal anmaternal leave, seniority scheduling, grievanceprocedures for full and part-time, and bindingarbitration (reported at the Toronto TESOLConference).

The process of establishing a group as abargaining unit is actually extremely complexbut to outline it briefly:

1. A group must become an "appropriate"bargaining unit as determined by theNLRB or state laws. In the case ofeducators, one of the criteria is that theybe classified as non-managerial.

2. Thirty percent of the employees mustsign a petition which is filed with theNLRB or the Public Employees Rela-tions Board.

80

3. A hearing is held to define who is to beincluded in a unit, in other words, whocan vote in the election of a representa-tive.

4. Given that the unit has been found "ap-propriate", a secret ballot is held todetermine if a union is desired and if sowhich one. This "representation elec-tion" can take place at any time.

5. If a roajority of those voting go for aunion, a union is formed.

6. Members are polled to decide collectivebargaining demands.

7. Representatives meet with employers tostart collective bargaining negotiationsfor contracts.

This entire process can become quite lengthyas seen by the situation in the California StateUniversity College System (CSU). After fouryears of intense campaigning, 80% of the vote inthe secret ballot advocated unionization. How-ever, neither of the competing agents, the Uni-versity Professors of California /AFT or theCongress of Faculty Associations/NE A/AAUP,secured the necessary number of votes neededto become the bargaining representative. Thisled to a run -off election where again the voteswere too close; thus, no bargaining agent for theentire system was designated.

I robably the most famous case and cne whichhas had the greatest impact on university em-ployees' ability to bargain collectively was theU.S. Supreme Court's decision in NLRB v.Yeshiva University, 444 U.S. 672, 1980. ThlCourt held that the entire faculty at Yeshiva wasmanagerial and thus not entitled to bargaincollectively under the protection of the NationalLabor Relations Act. As reported in the August/September 1982 NCSCBHEP Newsletter (vol.10, no. 3), since that time a great number ofYeshiva-like claims have been made. By Sep-tember of 1982 nearly 50% of private institutionswhere collective bargaining activity was takingplace had made Yeshiva-like claims challengingthe right of faculty to organize and bargaincollectively under the NLR Act. Indeed, theramifications of this decision have been feltquite strongly. The Chronicle of Higher Educa-Roo. a weekly newspaper which is a goodsource for current trends in collective bargain-ing in higher education across the U.S.. reportedin its April 28, 1982 issue that although faculty-union membership was at an "all-tione high"with more than 157,000 faculty members be-longing to certified collective bargaining units,in 1981 only two full-time faculty bargainingunions were certified. This is the lowest numberin 10 years. The Yeshiva decision is without adoubt a contributing factor. The NCSCBHEPNewsletter contains updates on .the institutionsbeing affected by the Yeshiva derision.

Unionization is not the answer to everyone'sproblems; sometimes it only provides partialsolutions. Indeed at times employees are literal-ly stuck with a bargaining representative whichdoes not meet their needs. "A collective bargain.ing relationship once begun, need not continueforever," say W. Krupman and C. I. Rasin intheir pamphlet, Decertification: Removing theShroud (available from Commerce ClearingHouse, Chicago, Illinois). This pamphlet dis-cusses the extent of current decertification ac-tivity, NLRB election procedures, the extent towhich employers can lawfully become involvedin employee efforts to decertify an incumbentunion and when they can do so. The process fordecertifying an incumbent union parallels thatof certifying one; however, there are some veryimportant time . 'pulations:


11

BARGAINING UPDATEContismed I rom page 11

1. Thirty percent of employees must sign apetition stating that they no longer wantto be represented by the incumbentunion. This petition should be filed 90days before but no later than 60 daysbefore the contract ends. If it is filed atother times, it is ineffective.

2. The NLRB holds a hearing to determinewho can vote in the election.

3. The election is held.The employer cannot initiate any decertificationprocedure; however, the employer can answerquestions and once petition has been filedand accepted by the. B, the employer can(but only at this time) legally campaign for a"No Union" vote.

Many issues are not being addressed both atthe bargaining table and in the courts. Part-timeissues are beginning to be emphasized in ne-gotiations. Th" Supreme Court of Pennsylvaniapassed a ruling on the right of adjuncts toorganize. The State University of New York hasplo-rata part-time employees included in itsnegotiating unit. Prot.:ta part-timers' fees andbenefits are pro-rated according to the variousfunctions they perform; they are members ofthe negotiating unit and are covered by thenegotiated agreement. Nonetheless, part-timeconcerns are generally viewed ambivalently byunions today.

For those of you interested in collective bar-gaining, the Committee on Professional Standards has a subcommittee on bargaining organi-zations whose task is to gather and disseminateinformation. If you have any information toshare or if you have any questions, please sendthem to

Linda TobashThe English Language CenterLaGuardia Community College31-10 Thomson AvenueLong Island City, NY 11101

I cannot guarantee any answers but can shareany information we have.

There are quite a few sources one can refer toregarding collective bargaining. Some additionalsources of information broken down by agencyfollow:

AFT. AFL-CIO: 11 Dupont Circle, N.W.,ington, D.C. 20036:

Handbook on the Structure and Functionof College Unions

Hard Times, Values, ai Academic UnionsHow Collective Bargaining WorksStatement on Part-Time Faculty Employ-

mentStatement on TenureTenure, Unionizetion and Collective Bar-

gaining in American Higher Education. TheRecent Experience

Bureau of National Affairs, Customer ServiceDivision, 910 DeCoverly Road, Rockville, Mary-land 20850:

How to Bring a Case Before the NLRBLabor Relations in Higher Education: A

Special Report, 1982

Josey Bass, Inc., 433 California Street, SanFrancisco, California 94101:

Faculty Bargaining and Public Education,J. Carbariao, et. al, 1977

Unions on Campus: A National Study ofthe Consequences of Faculty Bargaining,1972

National Center for the Study of CollectiveBargaining in Higher Education and the Profes-sions, Bartich College, 17 Lexington Avenue,Ncw York, NY 10010: This is one of the bestsources and has the most up-todate information.TESOL is a member of this organization.

Bibliography of Collective Bargaining inHigher Education and the Professions

Contract Development in Higher Education:Faculty Collective Bargaining by J.M.Douglas, 1980.

Directory of Faculty Contracts and Bargain-ing Agents in Public and Private Institu-tions (issued annually)

Faculty and Administration. Five Issues inAcademic Collective Bargaining by M.K.Chandler and D. Julius, 1979

University Research Center, 121 Adams, Chi-cago, Illinois 60603:

How to Lose an NLRB Election, 1974Three Management Errors that Lead to

Unionization, 1971Why Not Decertify Your Union, 1977 gvi

THE STANDARD .BEARER

Contributions involving empioynientissues and related topics shouldbe sentto Carol Kreldler, Editor, The StandaidBearer; ,Schoof of Languages and Lin-iiiistics,-:Georgetown University, Wash-ington, D.C. 20057.

NOSHSURVIVAL IES

Basic Reading CompetencyFor Your ESL Students

AUTHORMargaret Martin Maggs.Assistant Coordinator ofBilingual Education.District 6. New 'fork City.This unique series isspecifically designed to helpESL students develop theskills they need forcompetency In understanding.speaking, reading. andwriting.

The key to the series' effectiveness is its versatiledesigna design that accommodates individual needsIn ways that no traditional. single-volume textbook can.

'.nrint Sets of Three Levels of Difficulty Correlated Lessons andSkills Books Each set of books is VocabularyThree sets of compact, organized into threeconsumable skills books levels, graded inmake up the series: difficulty. to allow

BUILDING VOCABULARYstudents to enter theseries at their actual

(formerly titled levels of wily: Level ASpelling by Doing) (or Beginning Students.

Level B for AdvancedIDENTIFYING MAIN Beginners. and Level CIDEASfor Intermediate

RECOGNIZING Students.DETAILS

The levels of the threesets of books arecorrelated horizontally rnvocabulary, topics, andsequence: Level A ofBuilding Vocabulary, forexample, introduces thesame sequence of topicsand develops the samevocabulary as Level A ofIdentifying Main Ideasand Level A ofRecognizing Details.

With 37 states now requiring basic competency testing, The English Survival Series is a must formeeting the special needs of ESL students and for assuring their future academic success.

Student Texts 52.95 net each. Teacher's Manuals 56.00 net oath.Sampler SPECIALS (One each of three levels. plus Teacher's Manual) 512.95 net each.

Level A Level B Level C Teacher'sManual

SamplerSPECIAL

Building VOCABULARY 110272.3 110273.1 00275.8 /10276 6 00276XIdentifying MAIN IDEAS 110280.4 00281.2 00282.0 110283.9 /10280XRecognizing DETAILS 110284.7 00285.5 /10286.3 002874 00284X

Find out more about our ESL materials, Call Chansse Zell, Adoptions Coordinator,at our tollfree number: 800/323.4900 (In Illinois 312/679.4210).

National TextbookMr: 8259 Niles Center Road Skokie, Illinois 60077 U.S A.Compare,'

81TN 6/83

AFFILIATE/INTEREN SECTION NEWSREPORT ON THE AFFILIATES

Note: The foliating report was prepared byJohn Haskell, March 1983.

EditorIn trying to up-date the Handbook, it seemed

appropriate to get feedback from its users. Aquestionnaire was sent out M September 1982 tothe affiliates asking them about the Handbookand their use of the Speakers List. At the sametime it seemed appropriate to ask some otherquestions, especially as it turned tut that inprevious communications, the major problemseemed to be getting information to (and from)the right person in each affiliate.

Let me digress here a bit to suggest that ifTESOL has spent money on a computer itought to be able to keep any list up-Udate tothe day. In any case, one set of items on thequestionnaire was designed with the computer(and a hand-designed mailing list) in mind. Itprovide's the name and address of the affiliatepresident, the date of succession (by month) ofthe successor (if there is one known), and thename and address of the successor. Any listcontinuing this information ought to allow theuser of the list to figure out over a two yearperiod who the current presiding officer is.

This does bring us to the problem of whom towrite to. From the questionnaires it turns outthat we have, again, not listened very carefullyto our affiliates, not paid much attention to ourown by-laws or policy statements (as listed inthe Handbook), or been consistent in our com-munications with affiliates.

The by-laws state that the affiliate shouldhave a liaison officer with TESOL (though whyis not clear). Most, but not all, affiliates havethem, and they are as often as not, not thepresident of the affiliate. The obvious questionis why arc we not communicating with theliaison officer?

The Handbook says that wr: encourage apermanent mailing address and yct we continueto send correspondence to the President's ad-dress, rather than the stated permanent mailingaddress in some cases.

What is the role of the liaison officer? Myfeeling is that we need to pay more attentionhere and that if nothing else, the mailing list foraffiliates ought to include the name and addressof the liaison officer as the primary mailingaddress. It should be noted that some affiliateselect a liaison officer for a three-year term thusproviding n more permanent mailing address


ELEMENTARY INTEREST SECTIONNETWORK

The ElLmentary Interest Section is trying toget a list of the members of the ElementarySchools Interest Sections in local affiliates. Stncemany of the members of the interest sectionsare local teachers, many join the local aft.:iate,but not TESOL. Therefore, we'd like to createa network through which the national EIS cancommunicate with more members. If you havenot sent a list from your local affiliate of themembers in the EIS, please do so as soon aspossible. Please send the list to: Carole Urzua,EIS Chair, MAT, Box 93, Lewis and Clark Col-lege, Portland, Oregon 97219.

TN 6/83

COMPUTER - ASSISTED LANGUAGE LEARNINGINTEREST SECTION FORMING

At this year's TESOL Conference in Toronto,the formation of a Computer Assisted LanguageLearning Interest Section (CALL -IS) was gottenunderway through a public meeting held onThursday, March 17th.

This meeting flowed out of the strong interestshown in CALL es demonstrated by the recordnumber of CALL demonstrations, workshopsand papers presented at this conference, by thehigh audience turnouts at these various presen-tationc --nd by the symposium on CALL whichattrat J people already active in the field fromall over the world.

The founding meeting was attended by aboutfifty people, and by the end of the conferenceitself, more than 150 TESOL members hadsigned a petition urging the formation of aCALL-1S and declaring that they would checkit off as their primary Interest Section.

The meeting's main priorities were to continuethe good started at the conference by makingsure an interest section was officially formed,by electing a steering committee, and by settingup a newsletter to keep members in touch witheach other and the latest developments in thefield.

The global reach of both ESL and the pro-posed CALL is reflected in the locations of themembers elected to the steering committee:David Sanders, the chair of the proposed

CALL-1S, is based in Montreal while the associ-ate chair elected, Vance Stevens, is working inIlonolubt. The other five members of the steer-ing committee are: Paul I lardin (Tokyo), RogerKenner (Montreal), Don Loritz (Iowa), KarenPrice (Boston), and David Wyatt (Washington,D.C.).

After the election of the steering committee,two other committees were set up. One was anewsletter committee to put out an effectiveand useful newsletter, the second was an ex-change or clearinghouse committee to proposeways by which members of the proposedCALL-1S might trade and share software indevelopment.

It was agreed at the steering eommittec meet-ing held the following day, that each memberwould take on different responsibilities. It wasalso agreed that after an initial May mail-out toaii signed up interest section notentint members,that the first full-blown newsletter would comeout in the fall of this year.

For more information on the proposedCALL-IS, to volunteer for either the newsletteror exchange committees, or to sign up on themailing list for the CALL-1S and newsletter, getin touch with: David Sanders, 177 CoulburnAvenue, 103, Ottawa, Canada KIN 8E3, Tele-phone: (613) 993-0248 (day): (613) 2304549(evening).

UPCOMING AFFILIATE MEETINGS

June 15.18

September 30-October 1

October 13.15

October 14.15

October 20.22

October 21-22

October 21.23

SPEAQ 11th Annual Confer-enceMontreal, CanadaQueen Elizabeth Hotel

'ATESOL 4th Annual Con-ventionGeorgetown UniversityWashington, D.C.

2nd Rocky Mountain RegionalTri Arc Convention CenterSalt Lake City, UtahORTESOL Annuel ConferencePortland, Oregon

3rd Annual MIDWEST [legion.al Co cerenceMinneapolis - St. PaulMinnesota

WAESOL Fall ConferenceSeattle, Washington

NYS ESOL BEA 13th AnnualConference Smithtown Shera-ton, Long Island, New York

AFFILIATE/INTEREST SECTION. PAGE'.

The.ichloi of. tbii,psike is Miry AnnChriaiiiii;Ehel4Training Center, SnowC011ege; Ephraim, Utah 84827: Send' Af-Mato, and. Intereit,,Seition 'NeWsletters

,sincisend news Reins to bei bif,the dead-ifated ori:the back r *of TN.

4-*82

SECONDARY SCHOOLS INTERESTSECTION: NEW OFFICERS

We would like the SSIS members who werenot at the TESOL '83 Convention in Toronto,Canada to be aware of tEe following informa-tion: Howard Moraric, Jr. (3129 South Sherman,Englewood, Colorado 80110) is the new asso-ciate chair. The newly elected IS Council repre-sentatives are Sharen I luck (505 West Harrison,Wheaton, Illinois 60187) and Mona Sheraga(590 Park Avenue, Paterson, New Jersey 07504).The newsletter editors remain the same (DavidBarker, 355 Oak Street, ',es Plaines, Illinois60016 and Sue Morrisroe, 8831 North Keeler,Skokie, Illinois 60076). The SSIS Chair is EricNadelstern (98 Van Cortlandt Park South, Bronx,New York 10463). Questions you may have con-cerning SSIS should be ,!Irected to these in-dividuals.

MEXTESOLMEXTESOL held its annual convention in

the Hyatt Regency Hotel in AcapuIrm on No-vember 26-29, 1982. It was attended by over1,000 members from the Republic of Mexico aswell as international guests. The program wasorganized around eight separate themes withover 100 different events to choose from. MEX-TESOL is really growing! In addition to theannual (-Invention, MEXTESOL members alsorec:ive MEXTESOL, News and The MEXTE-SOL. Journal. Journal editors. Leslie Adams anDavid Howard, encourage contributions to theJournal from Lther TESOLers. Since so fewMEXTESOL members were abl to attendTESOL '83, they are especially interested inpublishing papers presented at the ConventionThree copies of your typewritten, double-spaced articles should be sent to: MEXTESOL,Journal, Nuevo Leon 213.102, C. HipodromoCondcsa, 06170, Mexico, D.F.


13

AFFILIATE/SECTION NEWSContinued from page 13

REFUGEE CONCERNS SECTION:GOALS AND ACTIVITIES

Although we have met informally ovet theyears, the 1983 TESOL Convention mark,:: atefirst time that the Refugee Concerns Group metas an officially recognized Interest Section. Inaddition to sponsoring a range of stimulatingsessions, the Interest Section held a Businessand Planning Meeting and participated in theSpecial Interest Section Council. For those whowere unable to attend, I would like to summa-rize the events which transpires nd share ourplans for the coming year.Officers for 1983-1984

At the business meeting, the followi.lg people.were elected and/or appointed: ChairpersonElizabeth Mueller, American Council for Na-tionalities Service; and Associate Chairperson:Elizabeth Tannenbaum, Experiment in Interna-tional Living.Target Population of Refugee Concerns

In defining our target population, we arereferring to those families or individuals whocannot, or feel they cannot, return to theirhomeland because they fear persecution onaccount of their race, creed, political opinion,or social status. In using the term "refugee," weare referring to all who consider themselvesrefugees, regardless of their legal status. Thus,the definition would include those labeled asentrants, asylees, and undocumented aliens, aswell as those who have official refugee status.

Goals for 1983-19841) Create a mechanism to share information

and exp_riences in the areas of research,program and policy. In addition, makeuse of existing newsletters, such as RefugeeReports and the Southeast Asian R..fugeeStudies Newsletter.

2) Educute the public as to the sociopoliticalneeds and concerns of refugees.

3) Develop effective lines of communicationwith public officials to ensure that pro-p .4mming and funding decisions are madewith adequate professional input and sup-port.

4) Disseminate information regarding trendsin program and funding priorities at thenational and state/provincial levels.

5) Create better linkages between the over-seas and domestic ESL programs to ensurethat the programs are complementary andmutually-supporting.

Planned Activities for 1983-19841) Send at least two 2dcgtional "newsletters"

to those who have expressed an interestlearning more about refugee programs. Alth., .

the format will be informal, it will provide anopportunity for rcieders to share resources andprogram ideas. In addition, we vell be highlight-ing national policy issues as well as specificfunding trends and program priorities in keystates and provinces. Gail Weinstein will becoordinating the information exchange.

2) Work closely with the Sociopolitical Con-cerns Committee of TESOL to comment on

pending legislation about refugees. The legisla-tion may include the Reauthori-.ation of theRefugee Act, proposed changes in the U.S.refugee program which would "block grant"funds to states on a per capita basis, and theSimpson/Massoli immigration reform bill. Eliza-beth Mueller and Bill Reich, USCC, will be co-ordinating these activities.

3) Provide professional analysis and com-ments on the study of ORR-funded ESL pro-grams conducted by Northwest EducationalLabs. Linda Smith, CAL, Phyllis Berman, River-side Adult Learning Center, and Vern Porter,Colorado Department of Education, will beworking on this project.

4) Use the Interest Section as a liaison be-tween the overseas intensive r.L/C0 programsand stateside programs. Participate in meetingsto ensure that the programs are linked program-matically and philosophically. Elizabeth Tan-nenbaum will assume lead responsibility in thisarea.

5) Encourage our constituency to participatefully in the next TESOL Convention by present-ing a variety of workshops, demonstrations,colloquia and seminars. We all will assumeresponsibility for making next year's Conventionstimulating and relevant.

What Can You Do?As this is a new Interest Section, we are ea-Tr

to hear from all of you. Does the InterestSection scope of activity address your profes-sional needs? Please mail your comments andsuggestions to: Elizabeth Mueller, AmericanCouncil for Nationalities Services, 20 West 40Street, New York, NY 10018.

Nelson ELT

A Complete Program of Preparation and Practice for the TOEFL

BUILDING SKILLSFOR THE TOEFLCarol King and Nancy Stanley

Building Skins for the TOEFL covers allaspects of the TOEFL syllabus, and isorganised in three main sections as inthe examination:* Listening Comprehension* Structure and Written Express.,* Reading Comprehension and

Vocabulary

Building Skillsfor the TOEFL develops thestrategies, techniques and skillsessential for success through:

* TOEFL Tactics pages which providestudy guides, and ideas andsuggestions on how to best use thematerial

* timed TOEFL practice exercises* two complete TOEFL practice tests

COURSE BOOK 0-1 7-555451-XTAPESCRIPT AND KEY 0-1 7-555453-6SET OF 4 CASSETTES 0 -17- 555452 -8

1

.

_,41 :

PRACTICE TESTSFOR THE TOEFL'/ WMason

Practice Tests for the TOEFL developsand consolidates the skills andtechniques required by candidates forthe lest Of English as a ForeignLanguage by:

* providing four complete practicetests

* following the precise style andformat of the examination

* giving exact timings for each test* providing separate answer sheets as

in the examination

Practice Testsfor theTOEFL contains fulltranscripts of all the recorded materialfor the Listening Comprehensionsections and a key givi.ig the answers tothe practice tests, and can be used inclass or by students working alone.

UDENTS' BOOK 0-17-555448-X!incIaling key)SET OF 2 CASSET TE:, 0-1 7-555449-8

Forfurther information please write to:ELT Promotions Dept, Thomas Nelson &!.ons Ltd., Nelson House, Mayfield Road, Walton-an-Thames, Surrey KT12 5PL, England.

orto: Heinle & Heinle Publishers Ltd 2d6 Congresr. Street, Boston, MASS, USA.

14

83 TN 6/83

am.

Edited by &Iliad EckardWeitern Kentucky University

RESEARCH WRITING:A COMPLETE GUIDETO RESEARCH PAPERS

by Dean Memering. 1983. Prentice-Hall, Inc.:Englewood Cliffs, N.J. 07632. (218 pp., $5.95).

Reviewed by Macey Blackburn McKeeWestern Illinois University

"Excited" may ue a little strong as a descrip-tion of my reaction to this book, but it is themost interesting and useful manual of its typethat I have ever seen. I would like to call theattention of ESL teachers to the followingfeatures.

First, in addition to a complete and moderntreatment of the MLA (Modern Language As-sociation) documentation style, Reseamh Writ-ing covers the APA (American Publishers As-sociation) equally thoroughly. Since most foreignstudents are in fields whose style sheets differfrom the APA in trivial ways, I think that it ismuch more sensible to teach the APA style ifone is not up to coping with the particular sheetfrom each field represented in the class. Use ofthe name and date method of documentationwill help students with their reading in theirmajor fields as well as with any research writingthey do.

Second, the section on evaluating evidence isthe best short treatment of this topic that I haveseen. The exercise on "Can Apes Talk?" care-fully takes the student (and teacher) throughthe necessary steps in evaluating evidence, in-cluding the one m: :t likely to be neglectedtheexpertise of the person being cited.

The section on the use of the library is a goodaddition since not all schools provide librarytraining adequate for the needs of the studentfrom an underdeveloped country.

The careful delineation of the difference be-tween student library research, which results ina documented essay, expert library research,and other types of research is a s.aall, but to meimportant matter. Many foreign students gofrom a course of this type almost directly to thewriting of a thesis. An instructor could build onthis section to help such students learn to do thereview of the literature section, which differssubstantially from the usual freshman docu-mented essay.

What I like best about this book is the in-clusion of a section on fallacies in reasoning andargumentation (see Memering and O'Hare, 1980,for further explication and supplemental exer-cises), a topic not covered adequately in mostwriting books although it i common in readingbooks. The instructor could add The PropagandaGame (Greene and Allen) or his own version ofsuch an activity to enliven what is often one ofthe dullest parts of students' education as wellas to teach their 'h her types of fallaciousargument.

REFERENCES

Creme, Lorne and Robert Allen The Propaganda Came AnnArbor. Michigan: WFF 'N PROOF Publishers

Memering. Dean and Frank O'Hare. 1980 The Writer's Work.Englewood Clif fs, New Jersey: Prentice-Hall, Inc.

Macey Blackburn McKee is the curriculum director of theWESL Institute at Westirn Illinois University in Macomb. Shealso teaches ESL and TESL methodology.

TN 6183

WHADDAYA SAY?SUIDED PRACTICE INRELAXED SPOKENENGLISHby Nina Weinstein. 1982. ELS Publications,5761 Buckingham Parkway, Culver City, Cali-fornia 90230 (68 pp., $2.95).

Reviewed by Arlene MalinowskiNorth Carolina State University

Among the large selection of supplementaryESL materials currently available, there is onein particular that deserves the attention of for-eign language educators. Whaddaya Say?Guided Practice in Relaxed Spoken Englishoffers a unique perspective on the teaching andlearning of conversational spoken English. Asthe author aptly points out in her prefatoryremarks: "The careful, clearly articulated (andoften slower) language typically heard in classand the 'relaxed speech' so commonly heardoutside it do not quite match. When studentsencounter this phenomenon, therefore, a com-munications breakdown usually occurs: whatthey expect to hear and what they actually hearare not the same thing" (p. viii). The aim of thistext is to introduce non-native speakers of En-glish to the relaxed language patterns that char-actenze spoken American English today.

Concatenations 'n ContractionsIn the twenty relatively brief lessons that

comprise the text, such common concatenationsand contractions as canna (want to), gonna(going to), hat ta (have to), and w'hacha (whatdo you) are presented in context for listeningpractice. In the first tart of each lesson, therelaxed pronunciation is contrasted with thecorresponding careful pronunciation of a speechsegment. Tne aural portions of each lesson arerecorded on accompanying cassette tapes, stu-dents are requested to listen to the relaxedpatterns and to repeat and actively reproducecareful speech. Although some aspects of themanual appear to be a bit advanced for themere beginner, the text is adaptable to almostany instructional level, and its use would certain-ly serve to r,;celerate and enhance the develop-ment of listening comprehension in the largemajority of ESL learning situations.

It is frequently said that the methods andmaterials employed in the teaching of Englishas a Second Language are in general moreadvanced than those used in foreign languagecourses (for the teaching of, for example, Span-ish and Frenc;./. Weinstein's contributions tothe ESL curriculum is a good illustration of thispoint. For the proper comprehension of "marworld language," whatever the target languagemay be, an understanding and analysis of therelaxed speech patterns of that language areessential. Lest we allow an unhealthy preoccu-pation with purism to obstruct our efforts toprepare our students adequately, we ought to,at every opportunity, make use of the kind ofmaterial that Weirstein's text contains. It wouldnot, moreover, be in the least undesirable orinappropriate if writers of elementary and inter-mediate textbooks intended for other targetlanguages were to follow Weinstein's exampleand provide us with similar supplementary ma-terials for use in the foreign language class-room.

Arlene Malinowski is the program coordinator For French.Spanish. and ESL teacher education at North Carolina StateUniversity in Raleigh. North Carolina.

84

COUNSELING THECULTURALLYDIFFERENTby Dearld Wing Sue. 1981. John Wiley andSons, 1 Wiley Drive, Somerset, New Jersey08873 (291 pp., $25.95)

Reviewed by Janet C. ConstantinidesUniversity of Wyoming

All too often, I fear, ESL teachers know toomuch about structure and discourse analysis,about drill and exercises, and too little abouthow to most effectively communicate withtheir students. I'm not talking about the methodsof teaching English; I'm talking about theirexpertise in cross-cultural communication. ESLteachers, especially beginning ones, realize thattheir students come from different languagebackgrounds; but they may be guilty of cultural(as well as linguistic) snobbism. That is, whilethey are teaching the target language, they mayassume that they must also teach the culture ofthe mainstream society which uses that lan-guage. Generally, that assumption is an uncon-scious one. But that makes it all the moredifficult to deal with. I would assertcomponent in any ESL teacher's training shouldbe a thorough awareness of the importance andimplications of cultural differences. One way ofhelping to achieve that awareness is by lookingat material outside the field of English as asecond language.

Counseling the Culturally Different is writtenfor counse'xs who work with minorities (Asian-Americans, Blacks. Hispanics, and AmencanIndians). But it has relevance for anyone whoteaches/tutors culturally different populations.The specifics given ; the hook deal with thefour American minority groups listed, the gen-eral principles discussed can be applied toalmost any crosf-cultural learning, as well ascounseling, situation.

Part I, "Issues and Concepts in Cross-culturalCounseling," discusses how counseling is "rootedin and cannot be separated from the broadersociopolitical environment." The same is cer-tainly true of teaching/learning. Thus the coun-selor/teacher has to be aware of both her/hisown cultural set and that of the client/student.Equally important is the perception of manyclients/student that the counseling/teaching sit-uation represents cultural oppression. The im-plications of that perception on the part ofclients/students are explored in a chapter en-titles' "Barriers to C.oss-cultural Counseling," inwhich Sue discusses culture-bound values, class-bound values, and verbal-nonverbal factors,using primarily the four minority groups asexamples. But the discussion of certain "gener-ic" characteristics of counseling is also a discus-sion of some "generic" characteristics of Ameri-can culture. Anyone working with the culturallydifferent should be aware of these characteris-tics and also of how the unconscious acceptanceof them affects her/his interaction with thosefrom other cultures.

The description of the "Culturally SkilledCounselor" (Chapter 5) should be requiredreading for all ESL teachers, especially newones. The assertions Sue makes about the coun-seling process are immediately applicable tothe teaching situation. For example, in the fol-lowing description of the culturally slrilled coun-


15


selor, substitute the words "teacher" and "teach-ing" for "counselor" and "counseling."

Crops cultural counseling effectiveness ismost likely .o be enhanced when the coun-selor uses counseling modalities and definesgoals consistent with the life experiences/cultural values of the client [student].Thk cross- cultural counselor must possessspecific knowledge and information aboutthe particular group he/she is working with.... The culturally skilled coanselor must heable to generate a wide variety of verbaland nonverbal responses... [and] be ableto send and receive both verbal and non-verbal messages accurately and "appropri-ately" [according to the cultures of thestudents) [pp. 106-9]

This section also explores relevant processesand goals which may be in conflict with thoseof the mainstream society.

Part II, "Counseling Specific Populations,"focuses on the four minority groups. Each chap-ter is written by a counselor/ mental healthprofessional who is also thoroughly familiarwith the particular minority group. For ESL/ESD teachers whose students are Asian-Ameri-can, Black, Hispanic, or Native American, thissection contains a wealth of information thatshould be used to increase the effectiveness ofthe teaching/learning situation. It ^lso containsexplanations of why we often experience failure,or at best limited success, in working with somestudents from these culture groups (i.e., differ-ences in world view, education/care,. expecta-tions, learning styles, etc.). Each chapter pre-sents both historical and cultural perspectivesand then gives specific implications and sug-gestions for counseling. Again, the carry-over toteaching should be obvious.

The third part, "Critical Incidents in Cross-cultural Counseling," Pontains a series of four-teen viglettes portraying cross-cultural counsel-ing issueblelilemmas with commentary on eachone. Again, the situations involve only the fourminority groups. But the suggestions made inthe commentaries can be transferred to situa-tions in which the same point of conflict existsbetween the client/student and mainstreamAmerican society (for example, the co apt oftime/punctuality, aggressive/passive beiiaviors,1" vs. "we" decision-making and activity, etc.)

I recommend this book for anyone interestedin interacting effectively with the sailturallydifferent, whether they be American minorities,foreign students and scholars, or immigrantsand refugees. The specific examples deal withthe four largest minority groups in the U.S., butthe principles apply in all cross-cultural situa-tions and the suggestions for mediating differ-ences have application to many cultural groups.For inexperienced ESL teachers especially, theawareness of mainstream American culture andits implications for cross-cultural interaction ina teaching/learning situation explored in thisbook could be invaluable.

Janet Constantinides, an assistant professor of English at theUniversity of Wyoming in Laramie. teaches ESL and conductscross-cultural workshops for the faculty and staff.

the Book -.Review .Editor, is RonaldECkird,,fleV:iewsand requests for guide,

!Shaiiild be: -se ht; o ;Id at; the,' Oe-partment.of:English, Eastern' Kentucky

'powlingCtien,,Xei.titeky'42101:

16

JOBSContinued from page 7

University of Hawaii at Manoa. ESL De-partment Two isiting 'temporal, 1 -year and1-semester appointments, full-time, beginningFall 1983, pending position clearance. Miniminqualifications Ph I) (ABD acceptable) in ap-propriate field; experience in ESL graduateprogram, active research interests ESL experi-ence in Asia or Pacific Basin preferred Duties.teach graduate/undergraduate courses in ESLtesting, ESL methodology /racticum. SLA, lan-guage analysis (phonology/grammar). Rank andsalary dependent upon qualifications. Send vitae,references, publications w Chair, Departmentof ESL, University of Hawaii, 1890 East-WestRoad, Honolulu, Hawaii 96822. Closing date:June 10, 1983 or when position filled.

Epworth, Iowa. Linguistics/ESL positionopening in mid-August 1983 in a small Catholiccollege seminary in east central Iona. Duties.teach applied linguistics in the liberal arts pro-gram, direct and teach in the Intensix c LanguageInstitute. Should be open to directing and teach-ing in a possible summer session. Qualifications.M.A. in linguistics, experience in administrationand teaching ESL, cross-cultural experience andsensitix ity desirable. Salary commensurate %% ithqualifications and experience. Send application,resume and three references by June 30th toBrother Patrick Hogan, S.V.D., Director, Inten-sive Language Institute, Di ire Word College,Epworth, Iowa 52045.


ri-C-Aremany 31-oss (41,)F61-1,15110.13cpc 5265- San, grandsco , Ca,. 94101

newacquisition activificl

Jami Ferrer & Patty Warner de Pole:.

Bridge the GapA Three Tier Approach to Grammatically StructuredAcqusitIon Activities

The authors have devised a three-tiered model for contextual, situa-tional, communicative activities that tend to evoke only particular structureswithout opening a Pandora's box of communicative or structural problems:

Highly controlled exchanges in Tier One re-quire only a simple 2-part communication betweenteacher and student or between student and stu-dent Although Tier One activities might resembletraditional drilling, the highly active and personal-ized content shifts the focus from repetitious pat-tern practice to meaningful communication.

Activities in Tier Two require four-to-six part in-terchanges. In either whole class or small groupactivities, the teacher has a less dominant role.Students rely less on teacher prompting, and moreon context to stimulate target structuies.

.!-/Altny%\-,

'AN112,V";

Tier Three activities stimulate open-endedcommunication allowing for maximum autonomyand creativity on the part of the students. Theseactivities involve students in prolonged conversa-tion while continuing to provide practice of targetstructures. The situations are defined but alloN forfree exchanges.

Bridg th. Gap is designed to bridge the gap between tightly con-trolled pattern practice of grammatical structures in vacco and soon tanoouscommunicative discourse in viva

This Three-Tiered framework and the activities in Bridge the Gapwere developed for ES!.. and field tested both in University and ElementarySchool settings. The authors have also found them to be invaluable in Spe-cial Education, nati,1 speakers who are delayed in language acquisition

Bibliography.

0-88084-074.9 $9.95

materials by and for esl teachers

R5 TN 6/83

NEat-inai Assessment REPORTS :LINGUISTIC-BACKGROUND, READING ACHIEVEMENT LINKED

It should come as no real surprise that inan English-speaking nation students fromhomes where English isn't spoker oftenhave a rougher time with reading thanthose from English-speaking families.

But pe. Imps less expected is that theliability hits much harder fur some ofthese youngsters than others.

In a study of data gleaned from thelatest reading assessment, National Assess-ment finds that some students from homeswhere English is not spoken often aremuch better readers than others. And some,in fact, read better than many studentsfrom English-dominant homes.

More than a mismatchDifferences are "not simply the conse-

quence of a mismatch between students'home language and the language of in-struction in the schools," the NAEP studynotes. Performance of students from hor eswhere English is not the dominant languagevaries considerably according to students'socioe7onomic status and their racial orethnic backgrounds.

Language spoken in the home is used asan indicator of language dominarca sincestudents included in National Assessmentsurveys must speak enough English tounderstand assessment materials.

Reading Achievement for Students FromEnglish and Other-Language-Dominant

Homes

90

so

70

608

50

t 40

6

20

0

Age 9

Hawn.. avt44

English-dominant home

Other-languagedominant home

Baeiground a reactorSurpassing the national average in read-

ing comprehension are 9-, 13- and 17-year-old students from other-language-domi-nant homes who attend private schools or.,,;hoots in advantaged-urban areas. Thoughthey trail their counterparts from English-s king homes, the gap thrinks as students

TN 6/83

Reading Achievement for Students FromEnglish and OtherLanguags-Dominant

Homes100

so

60 I_

70

"50

tTO

20

10

0


El Other-language-dominant home

grow older. Additionally, the gap betweenEnglish- and other-language-dominant stu-dents attending private or advantaged-urban schools is smaller than the differencebetween English- and other-language-dominant students nationwide.

Data from the 1979-80 reading surveyshow that teenagel students from other-language homes who have a parent witheducation beyond 144,h school are at orvery close to national reacting levels, out-performing those from other-language-dominant homes whose parents have lesseducation.

Those attending schools in disadvan-taged-urban areas read below nationallevels regardless of their language heritage.But students From other-language homeshave an even greater handicap. Dependingon their ages, these students are fr,An 3 to11 percentage points below disadvantaged-urban students from Fnglish- speaking fami-lies in reading skills.

Repercussions differConsequences of coming from an other-

language-dominant home are not the samefor students of different racial and ethnicbackgrounds. Most other-language-domi-nant students are white or Hispanic; con-siderably smaller numbers are black, Asian,American Indian or others.

White youngsters from other-language -dominant homes have a strike against themwhen it comes to reading skills. At age 17,these pupils are about 5 percentage pointsbelow whites trom English-speaking homesin reading performance.

For Hispanics, however, language spo-ken .n the home doesn't appear to makemuch difference in reading abilities. For17-year-olds, students from both other-language-dominant and English-speaking

R6

homes lagged about 9 percentage pointsbehind the nation in reading skills.

Similar trends were apparent for youngerHispanic students.

Relatively few blacks come from other-language-dominant homes. Those who dohave considerably more difficulty withreading than blacks from English-speakinghomes, although both groups are belownational levels.

Approximately 13% of the 9 -year -olds,9% of the 13-year-olds and 6% of the 17-year -olds in the NAEP sample report alanguage other than English is often spokenin their homes. An additional 20-30% sayanother language is spoken some of thetime. Since many 9-year-olds had troubleanswering questions about the language intheir home, percentages of 9-year-olds fromother-languagedominant homes may differsomewhat from those reported.

Over two-thirds of the 17-year-old other-language-dominant students live in theWestern or Northeastern region of thecountry. Nine- and 13-year-olds fromother-language homes are more evenlydispersed around the country, althoughthey are still more heavily concentrated inthe West.

A double whemrStudents from .gyres where English isn't

the dominant language are also muci' ,nore

Reading Achievement for :tudents FromEnglish and OtherOngt ageDominant

Home100%

90

60

70

.°8

5°

t 40

30

20

10

0

Age 17

N.n ..veg.


Other - languagedominant home

Note This article 's reprintet: from the National As-sessment of Educational Progress Newsletter, Vol.XVI, No. 1, Winter 1983. National Assessment is fundedby the National Institute of Education, U.S. Depart-ment of Education. Single copies of the newslettermay be obtained by writing to: National Assessment ofEducational Progress, Suite 700, 1880 Lincoln Street,Denver, Colorado 80295.


17


Two teacher techniques for use withstudents who can read come from "ItWorks" contributors. The first, from Har-vey Taylor, of the Pan Hua Foundation,Hong Kong, is a reading comprehensionexercise used to discover quickly who thebetter readers in his EFL classes are. Hereports that his colleagues have also usedthe exercise and found it useful. However,he cautions that... "it only works if word- 1oesn't get around beforehand from lastJrm's students or the typist or someone

else who's in on the gimmick." The pas-sage follows:

ON YOUR MARK, GET SET, GOI(A Rea,ling Comprehension Exercise)

(1) The purpose of thi; exercise is tohelp the instruc or tell how rapidly themembers of this class read. Do exactlywhat you are told to do as you read. Areyou ready? Please begin reading now.(2) Read this paragraph as quickly asyou can, but not so fast that you do not getthe general meaning. Read the otherparagraphs in this same way, but whenyou finish reading this one, skip overthat is, do not read paragraph three, whichis the next one. Go right from here toparagraph four now.(3) This paragraph discusses certain as-pects of reading. Reading includes notonly recognizing vocabulary and gram-matical meanings but also comprehensionof the general meaning of the passage. Areyou able to understand the general mean-ing of this exercise so far? For example, ifyou are reading this paragraph after youhave just completed reading paragraphtwo, you are losing valuable time. Youhave not followed the directions given toyou in paragraph two.( , As soon as you begin to read thissentence, raise your left hand and keep itraised until he teacher tells you to put itdown. You should continue readingbut keep your hand raised until you seethe teacher nod or motion to you to putyour hand down. Some students may bereading paragraph three now. Their handswill not be raised until they get to thisparagraph. Students whose hands are notyet raised may not be thinking carefully asthey read, or perhaps foey feel a bitembarrassed to raise their hand when oth-ers around them have not yet raised theirs.Are you one of the latter kind? In anycase, by now everyone should have theirleft hands raised are you sure you don'thave your right hand raised? The instruc-tions were to raise your left hand. Lookaround now and see if everyone else isfinished.

18

The second technique comes from JudyB. Gilbert, California University at Hay-ward. She calls it "Vanishing Letters."

VANISHING LETTERSThis is a rainy day change-of-pace ac-

tivity. The technique is based on the sim-ple fact that a transparent red plastic sheetplaced over red marks will make themdisappear, if the reds are close incolor quality. This principle could have anumber of teaching applications, but I useit to demonstrate silent letters. Accordingto some t,,-,unts, nearly 1/5 of the words ona printed page contain silent letters. I havea poster with the words "Can ghosts talk?"painted in blue letters, except for the "h"and "1" which are in light red. There is ared cartoon ghost below. When red ace-tate is placed over the poster, the ghostdisappears, as do the letters "h" and "I".

I show the poster and then ask the classto volunteer some words with silent let-ters, which I put on the board. Then Idivide the class into teams, giving themabout 10 minutes to think of more suchwords. It is best to rule out silent vowelsbecause they can get too tricky: for in-stance, "does". When the time is up, theteams dictate their lists to me. Since thewords generally are thought of in groups(fight, light, might) this produces goodpatterns on the board. The team activity isan excellent opportunity for students toteach each other.

After the words are on the board, I giveeach student a small red pencil (actually,half of a pencil) and a small piece of redacetate. Since you can cut 8 of these froma clear report cover, the cost per student islow, and you can collect this "kit" for usewith other classes. Each student can nowmake a list from the board, being carefulto change from pen (or ordinary blackpencil) to red when writir.g the silent let-ters. The red pencil must be pressed verylight for this game to work. Demonstratewith chalk on the board.

This exercise requires accurate atten-tion. If they do it carefully, when they putthe red plastic over their writing, they willhave a read-aloud script with blank spacesto remind them of the silent letters. Thetechnique uses both the concentration re-quired to change pencils (and writelightly) and the visual image of the blankspace, to focus attention on the pointbeing learned. The physical effort isadded to mental recognition, to fix thesilent letters in memory.

S*VO

besent :tovCathyDay,rEditor, It ;Works,

z '

verity, 219,1 ef.;',14301#nOis

Now Available!ON TEM '82

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.2:?;,,,,;,,,,,,,,....,,o,...,,,,,,,,,,..,,,,,L.,,,,,,...,,,,eTN 6/83

INTERNATIONAL STUDY GROUPFORMED

At the TESOL Convention in Toronto, anumber of affiliate representatives and indi-viduals who are concerned about questionsrelating to the interface between TESOL andits affiliates within the United States s"do--lestic") and affiliates and individual membersoutside the United States non- domestic ") met

As a result of this rap session a study groupwas formed to explore the needs and interestsof affiliates and individual members outside theU.S. As I see it, the Teaching English Abroad(TEA) Interest Section exists to serve the in-terests of American TESOLers who work inother countries (i.e., "abroad") for a period ofyears. There is, however, currently no bodywithin TESOL which serves the interests ofnon-American TESOLers (who are, in fact, not"abroad" but very much at home) or AmericanTESOLers who have made their permanenthome outside the U.S. There are 17 non-domesticTESOL affiliates, but many of them find repre-sent*.on at the annual convention difficult, andthey have little liaison during the year withTESOL.

During the next year, the group plans tostudy the specific problems which were raisedat the rap session, througn an informal exchangeof correspondence, and through this column. Italso - vishes to be made aware of other problem:.perceived by the non-domestic TESOL affiliatesand by individual non-domestic TESOL mem-bers so that by the time of the TESOL Con-vention in Houston (March 6-11, 1984) as com-plete a picture as possible will be available.Thus far the study group consists of TerenceCarroll, Washington TESOL, ex-TESOL Greeceand ex-TESOL 1 ortugal; Liz Hamp-Lyons, TE-SOL Scotland; Greg Larocque, TESL Ontario;Robert Ramsey, Arizona TESOL, ex-TESOLSpain; Thomas Robb, JALT (Japan); Dei,iseStaines, TESOL

We plan to organize a session on the inter-national role and concerns of TESOL at theconvention in Houston. It is proposed that thissession have two parts: (1) A keynote speechfollowed by brief reports from non-domesticTESOL affiliates and individual non-domesticTESOL members on specific problems for IT-SOLers in their region, and how TESOL hashelped/might help ease those problems; (2) Aworking session during which the major issueswhich have emerged during the year will bereviewed, and concrete proposals prepared forthe TESOL executive board or affiliate council.

We hope that the work of the study groupduring the year and at the convention will resultin a clearer definition of the relationship betweenTESOL and its affiliates outside the UnitedStates which will be beneficial to the TESOLorganization as a whole. Anyone interested injoining the gro..7, or who wants to bring aproblem to our P'iention, may contact us throughLiz Hamp-I yons.

Any non-domestic affiliate or non-domesticmember in a region where there is no affiliatewho is interested in having input to the sessionin Houston may write to Liz Hamp-Lyons.Write (1) a brief indication of the topic of theproposed presentation, and (2) a statement ofinterest in attending will suffice. Your lettersmust reach Edinburgh by August 8th.

A

Edited by Liz Hamp-LyonsUniversity of Edinburgh

REPORT: RAP SESSION ON THE INTERNATIONAL ROLE OF TESOL

Those present raised a range of concerns onbehalf of Affiliates and members outside theUnited States. The major areas of concern were:

1. Representation.A need for more representation on the TESOL

executive board was expressed. The first N icepresident acts as liaison with affiliates, but thisis only for one year and encompasses both do-mestic and non - domestic affiliates.

2. Funding.Affiliates dues are payable in U.S. dollars,

and this is a real problem for some affiliatesoutside tht U.S. Alternatives are being con-sidered, according to John Haskell. In addition,some non-domestic affiliates are unable to funda representative to the annual convention, andthis is detrimental both to the affiliate and toTESOL as a whole. ("The affiliates are TESOL"John Haskell) The TESOL executive board isgiving attention to ways in which poorer af-filiates (non-domestic and domestic) can behelped to get maximum benefit from TESOLand to share their areas of strength with it.

3. Publications.The suggestion of a third publication pitched

between the TESOL Quarterly and the TESOLNewsletter was made but not widely accepted.Submissions to the publications from non-domestic contributors are welcomed when theyare received. Alice Osman pointed out that theTESOL Newsletter is not copyrighted andtherefore affiliates anywhere may reprint fromit.

4. Regional Conferences.Many people were in favour of holding re-

gional conferences, r b. for Europe, Asia, LatinAmerica. These will be welcomed by TESOL,too, who will do everything they can in supportof such conferences. Regional. conferenceswould attract major speakers from a wider areathan national conferences can usually expect,and would play an important role in sharing theexpertise within TESOL more widely.

5. Annual Convention.A number of practical suggestioos were made,

to increase the international relevance of theannual conve:aion, and to increase the sense ofparticipation in 't for international members.These have been passed to the program chairfor 7 SOL/H ton. In particular it was agreedthat :.essions are expected to be of specialrelevance to participants permanently based in

non-U.S. teaching situations should be so indi-cated in the convention program. Efforts willbe made to arrange the video-recording of atleast some of these sessions, and to matte thevideotapes available for loan to affiliates, sothat the majority of TESOLers who cannot getto the annual convention can have an oppor-tunity to experience some of the major pre-sentations.

6. Information (out).It was suggested that TESOL play a more

significant part in the dissemination of profes-sional information (e.g., on research in progress,teacher training consultancies and literature;materials and critiques of materials). No sug-gestions as to how this could be done weremaue.

7. Information (in).It was pointed out that TESOL as a %%Arnie

would benefit from the wider sharing of infor-mation about the work and concerns of non-domestic affiliates and of non-U.S. ''.7SOLersworking in their home countries. An interest inlearning about the sociopolitical concerns cfTESOLers outside the U.S. was expressed.

8. Cost.John Haskell reminded us that TESOL receives

$37.50 a year trom each affiliatedomestic ornon-.1emestic. Many members of affiliates, es-pecially of non-domestic affiliates, are not indi-vidual members of TESOL. It is difficult forTESOL to provide an extensive support systemfor affiliates from such a limited income Thispoint was t.,enerany accepted. A number ofpeople expressed their feeling that the benefitscf affiliation with TESOL are intangible, notconcrete (moral support; identification with agroup of fellow travellers; membership in aprotessional network . .)

Hosting the rap session were. John Haskell(President '83-'84); Liz Hamp-Lyors, TerenceCarroll, and Robert Ramsey.

Report submitted by Liz I lamp-Lyons

. INTERNATIONAL ,EXCHANGE

Newsiitenis ,ien.'this: page sh ouldsent"; ta:;LiZ,Hatiip:IyOn*,,Institt to -.for

Plaeei Edinburgh:Saiitland: ?'"'

Dozens of questions were asked and answered about teaching English in China at TESOL/Toronto. Many individuals found tht n1. 'ortunity they sought a teaching position in China.

19

TORONTO THE GOODContinued from page 1

Some people go to 30 sessions during aconference. (The truly obsessed could havemade 48!) Some don't go to any. Most goto some. Careful pre-selection in the sched-ule is helpful, to balance the ones "I reallyought to go to" with something you don'thave to worry about implementing in yourclassroom tomorrow, or trying to fit intoyour review of the literature. Take in a

little research to see what's going on behindthe day-to-day scenes, and take in someclassroom techniques so you don't losesight of your ultimate clients.

Session consumers are session producerstoo. From old hands"Let's see what he'sup to this time"to new ones"What doyou mean nobody's going to be at yoursession? I'll be there ready to clap!" Pre-senting in styles as different as readingevery single word to storytelling in a magiccoat.

If the sessions included an apparenthodgepodge of everything, there were stillclear indications of general directions inthe field. One writing specialist: "I'm hap-py to see that, in general, the emphasis incomposition teaching and research is roov-ing away from discrete errors only, to anexamination of the thinking process ofwriting, the holistic composition."

For an even better idea of what theft:4.2st is looking like for those wanderingaround the trees, the plenary sessions thisyear were epitomous examples of o'er-views. Dospite their varying titles aidsubject matters, there was a clear messagecoming from the plenaries this year. Newmethods are good, stimulating, excitingand workabledon't be scared to try themand don't be overwhelmed. At the sametime, don't go off half-cocked, or throwbabies out with the bathwater. Just becausea method is "old-fashi med" doesn't mean

ef

READERS:

1

it doesn't work an" more. A judiciousbalancing of "There's nothing new underthe sun" -nd %low does that apply tocompute technology?" There was nodoubt that computer-assisted instructionand learning was the hot topic this year.People went to CAI sessions mostly our ofinterest and excitement at what these ma-chines can do, but also perhaps out of alurking panic that terminals will throw us



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Prepositions are short words of highfl equency that serve a functional purposeat the same time that they retain a variety

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Examples are also given of commonprepositional rhrases.

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20 TN 6/83

Continued from page 20 all ou . of work in a brave new world ofTESOL. How will we respond?

Everyone has a pet area in the TESOLarena. The interest section sessions andbusiness meetings of all kinds producedsome of the most passionate debates andemotions of the whole convention. Peopleconcerned about, say, adult education, arenot thinking this is the only topic of impor-tance, but wish to go most deeply into anarea which requires, as all worthwhilesubjects do, a dedicated bunch who arewilling to sit down and hammer out thepolicies and position papers that affecttheir fields. The same goes for the socio-political concerns committee, the profes-sional standards committee, all those com-mittees from whose work all of us benefit.One of the great advcntages of having somany people in TESOL is that there'ssomething for anyone's plate. The businessmeetings, for exampledeadly dull zr,:dboring, unconnected to the classroom, forsome. Powerful, exciting, basic and impor-tant processes for many others.

Let's not forget the exhibit halls down-stairs. For most of us, the best possiblechance to see what's happening in the pub-lishing world. What can we use? What canthey use? We complainthe books areirrelevant, boring, out-of-date, and almostalways too expensive. And then we buy asmany as we can and hope our schoolboards will realize that this is terrific stuff.ESL teachers are without a doubt amongthe most inventive and interesting, as wellas dedicated, classroom practitioners inthe world. (Anyone who doubts that had agolden opportunity to see some of the bestin action during the educational visits.)But what a kick to find a book that's justwhat the doctor ordered, something wecan use without spending our usual hoursof revision on it. And if there's nothingnew or suitablewhy don't you writesomething? A humble and modest lot,ESL teachers: "Well, I've got these foldersfull of things for my students, but they'reonly hand-done." The teacher-made ma-terials were creative and solidnot justcharming.

And let it not be said that TESOLersdon't know how to have a good time.IV *rig to the warm challenge of Toronto,we wined, dined and boogied, skated,feted and shopped. Isn't it wonderful to

The TESOL gavel passes from ex-PresidentDarlene Larson to President John Haskell.

Partrick Early Of the British Council addressesa plenary session.

Earl Stevick, enjoying ,a relaxed moment,discusses a point with.a fellow TESOLer.

have a professional excuse to try as manydifferent ethnic restaurants as possible,"Just in case I go there" or "So I candiscuss their native foods with my stu-dents."

Who would go to a whole conventionand not go to sessionsexcept ereir own!or even restaurants? The convention staff,among the most dedicated of TESOLworker bees, maintaining the conventionhive. If you really try to envisage theamount of planning and work that wentinto TESOL '83, your mind must stop,boggled at the start. What do peoplewho've spent the last ten hours handlingproblems from finding cardboard and newregistration tags to re-scheduling sessions,covering for no-shows, and getting all theprojectors in the right rooms; not to men-tion putting out the Convention Daily, getout of the whole scene? "The convention

41,it;Stuff,

came to me! I met more people than Icould have just walking ground, and I feltI was part of this whole thing."

"Part of the whole thing." "A profession-al among professionals." "I learned some-thing." "I met someone." Forty-two hun-dred people, from over sixty countries,have 4200 different reasons and experi-ences and backgrounds and benefits. To alarge extent, what you get out of a TESOLconvention depends, like most of life, onwhat you pit in. Not money, not time, notthe distanc_ [ravelled. But energy, people,caring, attention, learning, that's what theconvention is about.

Yes, I'm exhausted, but I'm invigoratedtoo. Sick in the nose, but full of healthyand vigorous ideas. A b,t run-down, butmy professional batteries charged. Old col-leagues and new ones, becoming friends,people I can't wait til next year to see. Adifferent place means even more newpeople. Ching to TESOL conventionsthat's not penury, it's a treasure trove. Seeyou in Houston! ASA

Special introductions at the Salute to Members Banquet: (From left to right) Virginia French Allen, Mary Ashworth, and Mary Finocchiaro.

TN 083 90 21

NEWS ANNOUNCEMENT " PROGRAMS REPORTSMINNESOTA HOSTS THIRD

MIDWT_ T TESOL CONFERENCE

The third annual Midwest Regional TESOLConference will be held on October 20-22, 1983in Minneapolis, Minnesota at the Radissoil SouthHotel. MinneTESOL invites you to the Land ofSky Blue Waters to participate in a stimulatingprogram of professional and personal enrich-ment. The conference is being held simulta-neously with the 1l convention of the MinnesotaCouncil on the leaching of Foreign Languages(MCTFL) which will allow for a wide array ofpresentation topics and opportunities for per-sonal interaction with teachers from variouslanguage disciplines. One registration fee willentitle attendees to participate in all aspects ofeither conference. Among the featured speakerswill be John Haskell, current president of TE-SOL, Joan Morley, deputy director of the Eng-lish Language Institute at the University ofMichigan, Pr( tase "Woody" Woodford, co-author of the ESL series Bridges to English,Jesse Soriano, Director of the U.S. Office ofBilingual Education, and James Alatis, execu-tive director of TESOL.

Music and art forms from various ethnicgroups will be displayed throughout the con-ference, and rap sessions and social events areplanned to give participants a means of gettingacquainted and sharing ideas.

Members of TESOL affiliate in the statesand provinces around Minnes a will receiveconference registration material ails summer bymail. Others may request information by con-tacting: Joyce M. Biagini, St. Paul Public Schools,360 Colborne Street, St. Paul, Minnesota 55102.

iANPA1414X.INCiE11/1EN:tor-,..,.INTEitESTTOTCOMPOSITION;

Articles` on' eacliii'g yCOnposItio "n' dn'S-

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Send four copied by jWy 15th tosAlice/H :;Osz ran, Editor ; TESOL Newslette''r,LaGuardia Community aCollege, 31 =10T}iomson Avenue; Long Island City, New


IN :ERCULTURAL RESIDENCYPROGRAM AT LESLEY COLLEGE

A new program at Lesley College GraduateSchool offers certification or a Master's degreeir Bilingual/Bicultural Special Needs. This 15-month program includes two intensive summerson campus, and an academic year of indepen-dent study and supervised practical experiencein the student's home setting.

The Intercultural Limited Residency Programis especially for those interested in servingstudents and families who are linguistically,culturally, and/or dialectically diverse. Somescholarships and loans are available. Informa-tion from. Dina Comnenou, Program Director,Bilingual/Bicultural Special Needs, Lesley Col-lege Graduate School, 29 Everett Street, Cam-bridge, Massachusetts 02238. Telephone: (617)868-9600, extension 140.

OKTESOL ANNUAL CONFERENCECALL FOR PAPERS

The Second Annual OKTESOL Conferencewill be held at Oklahoma Christian College inEdmond, Oklahoma, on November 12, 1983.The Program Committee invites the submissionof abstracts for twenty or forty-five minutepresentations. Please submit three copies of theone-page abstract, titled but anonymous, to:Dr. Bruce Southard, Oklahoma State University,English Department, 308 Morrill Hall, Stillwater,Oklahoma 74078. Include a 3 x 5 card with thetitle, your name, and address. Deadline forsubmission of abstracts is August 31.

AMERICA: get ready for

BERNARDHARTLEY Sr PETER VINEY

DEPARTURESThe highly acclaimed course thathas been used with tremendoussuccess in other parts of the worldis now out in an American adapta-tion. Its use of American language,American culture, and Americanhumor makes it the perfect course

for the beginning student ofAmerican English.


22

.2.1:406:404,cr

91 TN 6/83

Continued from page 22JALT JOURNAL

CALL FOR PAPERS

The Japan Association of Language Teachers(JALT) Journal is now accepting contributionsof general import to language education. Bothpractical and theoretical articles are welcome,especially those addressing: 1) curriculum,methods, and techniques; 2) classroom obser-vation; 3) teacher education and teacher train-ing; 4) cross-cultural studies; and 5) languagelearning and acquisition.

Manuscripts should not exceed 20 typed,double-spaced pages. References should beplaced in the body of the text in parentheseswith the author's last name, date of the workcited, and page numbers where appropriate.

Submit three copies of the manuscript, anabstract of less than 200 words, and a bio-graphical sketch of less than 50 words. Sub-missions received before July 1, 1983 will beconsidered for the Fall 1983 JALT Journal.Those received by December 1, 1983 may beaccepted for Spring 1984. Manuscripts will notbe returned. Direct all manuscripts and enqui-ries to: Patrick E. Buckheister, Co-editor, JALTJournal, Nanzan Heights 13, 18-8 Gokenya-cho,Simwa-ltu, Nagoya 486, Japan.

REPORT: SYMPOSIUM ON COMPUTER-ASSISTED LANGUAGE LEARNING

At this year's TESOL Conference a day-longsymposium on Computer-Assisted LanguageLearning was organized and chaired by DavidSanders and Roger Kenner at the invitation ofJean Handscombe, Program Chair. The morn-ing session was a closed working session amongsome forty inviteu participants already active inthe field. The afternoon session was an openplenary followed by a "poster session," to whichpeople came to find out more about CALL.

The morning session was sub-divided intotwo major areas: a) courseware developmentand evaluation and b) systems and authoringlanguages. At each session, three speakers gave20-minute papers followed by small group dis-cussions on the various points raised in them.

There were some differences of opinion onthe role of CALL in the school. Some peoplesaw it as a tool under the teacher's controlwhich might function as an electronic black-board and would be tightly integrated into agiven course, while others felt its proper rolewas as a student-centered resource activity.

Many people questioned much of the course-ware and software currently being offered. Itwas felt that most of what was available did notreflect the concerns of teachers interested inpromoting communicative competence, andthat CALL sr ffered from what the co-chair ofthe symposium, David Sanders, called the syn-drome of "hardware in the 6/1's and coursewarein the 60's." Many of the materials commerciallyavailable were firmly in the audio-lingual, stimu-lus-response tradition even if the machines theyran on were the latest products of the micro-computer revolution. One strong antidote tothis distressing tendency was seen in the workof John Higgins of the British Council. He andhis colleague Tim Johns of the University ofBirmingham, England have developed a largenumber of lessons designed to be challengingand stimulating.

It was clear from the discussions held amongthe systems people that the present jungle ofmachines which were incompatible was likelyto continue into the foreseeable future. Therewas some encouragement, however, in ate de-velopment of more teacher-friendly authoringlanguages which would enable teachers with

TN 8/83

little or no programming experience to put theirown material onto whatever brand of computertheir school had bought.

Despite many differences of opinion andemphasis among the participants, it was gen-erally agreed that the road to acceptance ofCALL by ...., : guage teaching profession ledthrough the classroom teacher. For any systemof CALL to be successfully adopted and en-thusiastically used by students, the averageclassroom teacher would have to be thoroughlyintegrated into the process.

At the end of the symposium, the participantsfelt that one of the major benefits of the day-long session was the opportunity to talk topeople active in .ne field. There was enthusiasticendorsement LI the idea of setting up an officialInterest Section for Computer-Assisted Lan-guage Learning to carry the work forwardbetween conventions and to give all TESOLmembers access to the information and develop-ments in this growing field.

SYMPOSIUM ON SPANISH ANDPORTUGUESE BILINGUALISM

The State University of New York at Buffalowill host the VII Symposium on Spanish andPortuguese Bilingualism, October 14-15, 1983.Papers are invited on all aspects of bilingualismwith Spanish or Portuguese as one of the lan-guages in contact, including linguistic, neuro-,psycho-, sociolinguistic, cognitive and educa-tional problems, as well as or. the teaching ofEnglish to speakers of Spanish or Portuguesefor presentation at the Symposium. Send titleand one page abstract, indicating time (maxi-mum 20 mins.) by August 1, 1983 to WolfgangWolck, Bilingual Symposium, Department ofLinguistics, State University of New York, Buf-falo, NY 14261. The Symposium is sponsoredby the Departments of Linguistic and ModernLanguages, the Bilingual Education Program,and the Intensive English Language institute ofSUNY/Buffalo.

TESOL' NEWSLETTER-EDITOR.`;.ANNOUNCESILANSiFOR,

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ESL NEWSPAPER IN B.C."4:17.1

At the annual TEAL Convention in March1981, interestedinterested parties first t, thered to discussthe dream of creating an ESL newspaper along rthe lines of Newcomer News in Ontario. Today,the dream has become a reality. The paper iscalled The Westcoast Reader and is edited byJoan Acosta of Capilano College (2055 PurcellWay, North Vancouver, British Columbia, V7J3115 Canada). The educational potential of thenewspaper is finally being realized. ABE in-structors and regular ESL teachers K-12 areusing the paper in great numbers in their classes.TEAL would be interested in hearing abcutother affiliates who have newspapers for ESLstudents. Please contact the editor of The West-coast Reader at the address above.

TESOL '84 COLLOQUIUM: RESEARCHON LEARNER STRATEGIES

A second colloquium on Research on LearnerStrategies is being organized far TESOL '84(Houston, March 6-11) by Carol Hosenfeld,Joan Rubin, and Anita Wenden. The colloqui-um intends to address the following: (1) Theo-retical issues related to this type of research, i.e.,role of memory, nature and extent of learners'conscious enterprises, relation between explicitand implicit learning; (2) Research projects onspecific aspects of learner strategies; (3) Practi-cal applications of the research and/ it projectsthat train learners to learn more efficiently andautonomously (learner training).

If you are interested in participating, pleasesend an outline or summary of your proposedcontribution to Anita Wenden, 97-37 63rd Road,Apt. 15E, Forest Hills North, NY 11374. Dead-line: August 1.

TESTING AND EVALUATION ISTHEME OF TESOL SUMMER MEETING

JULY 21-23

Testing and evaluation of ESL instruction itprograms at all levelselementary, secondary,higher education and adult educationwill bethe focus of papers and workshops given at the1983 TESOL Summer Meeting. The three-dayconference will be held at the Ontario Institutefor Studies in Education in Toronto.

Keynote speakers are Ronald MacKay, Con-cordia University, Montreal; John Sinclair, Uni-versity of Birmingham, England; Lyle Bachman,University of Illinois, Michael Long, Universityof Hawaii; Carole Urzlia, Lewis and ClarkCollege, Po .,nd; and Michael Canale, O.I.S.E.

On -site registration is $20 U.S. Pre-registra-tion by June 30th 1: encouraged (see April TNinsert for form and details). Address corre-spondence and questions to Richard Hands-combe, Program Chair, (see back page of thisTN for address). See you in Toronto, eh?

23

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MAKING THE MOST OF ENGLISH:An Intermediate Reading- Writ -T Text forESL StudentsNancy Duke S. Lay, The City College of New York

This new intermediate text develops reading and writingskills simultaneously It offers high-interest readings in everychapter. followed by numerous and varied exercises thatencourage your students to use the language in meaningfulcontexts.1983, 345 pages. paper ISBN 0.03-058283-0Answer Key ISBN 0-03-058284-9

Intermediate-Advanced

BETWEEN THE LINES: Reading Skills forIntermediate-Advanced Students of English as aSecond LanguageJean ZukowskvFaust, Susan S. Johnston, & Clark Atk,,I;on, all ofUniversity of Arizona

In this reader/reading skills text. up-to-date articles on avariety of academic subjects including ecology, archeology.mass media, and literature are combined with over 50 typesof exercises that develop specific skills such as skimming andscanning, finding main ideas, inferencing. guessing wordmeanings, recognizing rhetorical patterns, and summarizingand outlining.1982. 320 pages. paper ISBN 0.0,-059601-7Instructor's Manual ISBN 0-03. 059602-5

Advanced

AMERICAN ENGLISH RHETORIC: A Two-TrackWriting Program for Intermediate and AdvancedStudents of English as a Second Language,Third Editi-iRobert G. Bander. University of Southern California

Designed for advanced ESL students, this class- write-intext combines an intensive expository composition programwith the essent als of grammar. punctuation. and vocabulary.Students begin with the writing of paragraphs and progress tofull-length compositions.1982. 370 pages. paper ISBN 0-03. 061066-4Instructor's Manual ISBN 0-03-061067-2

This major new basic series foct.ses on meeting the stu-dent's own needs rather than those imposed by a syllabus. AnoVonagunctional component is an integral part of the series. inaddition to a sound grammatical base.

STARTING ENGLISHJoanna Gray. Jean ZukovvskVFaus. & Susan S. Johnston

This beginner's course combines the best features of thenotionaVfunctional approach to language teaching with the bestof the traditional.

DISCOVERING ENGLISHJoanna Gray, Jean .7_ukowskgaust, & Susan S. Johnston

Forming the link between Storting English and Exploring Enp,lish.this text more thoroughly explores the 'anguage introducedat the beginner's level.

EXPLORING ENGLISHMichael Thorn. Joanna Gray Jean Zukowskt/Faust, &Susan S. Johnston

For lower intermediate students, this 30-unit intermediatecourse contains stimulating exercises involving role-playingand practice of basic structures.


Continuing the work begun by Exploring English, this post-intermediate text uses varied and challenging readings andcommunication exercises to develop fluency in English.

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SCENARIOBook I/Book II/Book IIIElaine Kum

This workbook format series takes the student tht oagh thebeginning, intermediate, and advanced levels of acquiringreading and writing skills in English.

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24

How to OrderFor examination copes please contact your local Holt. Rinehart and Winston saies representative 0, write on your letter head toPatricia A. Murphree. Dept. 1-1.4.

HOLT, RINEHART AND WINSTON PO Box 36. Lavallette NJ 08735Include your course title. enranent and text currently in use To expedite sruppmg. ptcusc r u de triL ISBN (Intel nationdi Stai BOuk Number ) foreach item requested H4 31:SOL 3

93 TN 6/83


Ohio University. Teaching assistantships areavailable for 1983-84 leading to an M.A. inLinguistics with specialization in ESL/EFL.Teaching duties are one hour of instruction perclay with compensation being remission of tuitionplus a stipend of $450 per month includingsummer. Applicants with some ESL/EFL teach-ing experience preferred. For information orapplications contact: Dr. James Coady, Depart-ment of Linguistics, Ohio University, Athens,Ohio 45701. Telephone: (814) 594-5892.

Saudi Arabia. Robert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for present and futureopenings at its programs in Riyadh and Tais.Please direct inquiries to: Robert Ventre As-sociates, Inc., 2 Inn Street, Newburyport, Massa-chusetts 01950. Telephone: (617) 482 -2250.

Kingdom of Saudi Arabia, King Saud Uni-versity. EFL/ESL instructors and lab techniciansneeded for 1983-84. Instructor qualifications:M.A. in TEFL/TESL; one year's universityexperienceor B.A. with diploma in ELT; oneyear's experienceor B.A. in English; threeyears' ELT experience. Lab teliniciat, quali-fications: B.A.; three years' A- experience.Benefits: free medical/dental L-. T; furnishedaccommodation; children's edue Tonal allow-ance; pre-paid annual leave (tec ,nicians, 45days, instructors, 60 days), yearly round trip airtickets. Send application, resume and copies ofacademic/specialized experience credentials to:Director of C.E.L.T., College of Arts, KingSaud University, P.O. Box 2458, Riyadh, SaudiArabia. Send second resume/credential copy"to King Saud UniVersity Office, AttentionGeraldine Malone, 2425 West Loop South, Suite450, Houston, Texas 7702w.

Terre Haute area, Indiana. ESL instructorsought to teach and do personal and academiccounseling in its English Language Institute andto t. ach part-time in the Spanish Department.Responsibilities include teaching, counseling,interpreting and translating institute mater!alsand communicat:Nas ss:"1 students and families.Applicants must he completely bilingual inSpanish and English, familiar with Latin Ameri-can culture, have an M.A. in ESL, some formaltraining in counseling, and experience teachingSpanish on the col! level. Send resume,transcripts, salary requirements and three refer-ences by July 1st to: Academic Vice President,St. Mary of the Woods College, St. Mary of theWoods, Indiana 47878.

INVITATION TO SUBMITPROPOSALS FOR TESOL

SUMMER INSTITUTES

The TESOL Executive Board is invitinginstitutions to submit proposals to conductSummer Institutes and Meetings on theircampuses. Applications should be sub-mitted 2-21k years in advance. For infor-mation and Guidelines for Summer Insti-tute Proposals, write to James E. Alatis,Executive Director, TESOL, 202 D.C.Transit Building, Georgetown University,Washington, D.C. 20057.

TN 6/83

CALL FOR1984-1985

NOMINATIONS

A call for nominations is being issued by theNominating Committee for the 1984 TESOLelection, which will he the first to he conductedaccording to the reorganizational changes in theTESOL Constitution and Bylaws (approvedMay 4, 1982 1n Honolulu) Changes that directlyaffect the election apply to the nominationprocedure for Executive Board and NominatingCommittee positions.

The Nominating Committee announces thatnominations are open for the offices cif first vicepresident, second vice pi esident, and for thefirst time, a member at large for the ExecutiveBoard. The Affiliate Council and the InterestSection Council each nominand its candidatesfor the two other Executive Board positions attheir respective meetings during the Torontoconference in March, 1983. (See box for clarifi-cation of nomination procedure.)

Members of TESOL are being called upon toassist the Nominating Committee in identifyingcandidates with both experience and potentialto serve in the vital leadership positions for theorganization.

If you have candidates to suggest, please fillout the forms inserted in this issue of theTESOL Newsletter and send them as soon aspossible to any of the five members of theNominating Committee listed at the end of theform opposite page 24 The deadline for nomi-nations is August 15, 1983.

The following criteria should be kept in mindwhen making a nomination:

For first vice president, it would be desir-able for the nominee to (1) hale sers ecl inaffiliate affairs, (2) have served ss RhinTESOL, (3) have made substantive contri-

butions to the field, (4) he willing and ableto devote a large amount of time, especiallyduring the first two years, (5) be an effec-tive public speaker. (8) he able to obtainmoral and logistical support from his/herinstitution for serving in this capacity, (7)have breadth and depth of service andexperience in all a: pects and levels of thefield and organization, and (8) believe inand exercise democratic leadership neces-sary to wee the needs of all segments ofTESOL. Ilia officer automatically succeedsto the presidency and continues to serve onthe Executive Board for two succeedingyears as past president.

For second vice president, it would hedesirable for the nominee to (1) have servedin staging an affiliate or TESOL conventionor a comparable conference in anotherorganization, (2) have the ability to orga-nize on a grand scale, (3) know the needsof those attending a TESOL convention,(4) he able to match people with tasks, (5)he able to commit a large number of hoursto convention work, and (8) have the kindof local support (space, personnel, time,equipment) that will be required for con-vention planning. This officer will serve asthe program chair for the 1985 annual con-vention in New York City and will serve anadditional year on the Board.

Far member at large, it ss mild be desirablefor the nominee to (1) have served inaffiliate and/or interest section affairs and(2) hale an understanding of the breadthand depth of the TESOL membership.This officer will serve a three year term.

Remember the deadline: August 15, 1983. Send) our nominations to any one of the nomin dingcommittee members whose names are listed atthe bottom of the form for nominations insertedbetween pages 24 and 25 in this issue.

NOMINATING AND ELECTION PROCEDURESA clarification of the nominating and election procedures for members at large of the ExecutiveBoard under the revised TESOL Constit ation and Bylaws, as prepared by the NominatingCommittee, follows:

1. The Advisory Council (composed of delegates from Special Interest Groups and affiliates)has been replaced by:

a. A Section Council composed of delegates from Interest Sections (which have in turnreplaced the Special Interest Groups)

b. Nri'Affiliate Council composed of delegates from affiliates

2. At their business meetings in Toronto, the Seztion Council and Affiliate Council eachnominated a slate of three candidates to run for two of the three member-at-large positions onthe 1984 ballot.

3 At their meetings the Section Council and the Affiliate Council also nominated a slate of fivepersons each for the Nominating Committee.

4. The Legislative Assembly at the conference elected two persons from each of the twoNominating Committee slates.

5. The four. persons .elected to the Nominating Committee-, together with the Chair of theCoMmittee (who had been selected from the 1983 Nominations Committee by the ExecutiveBoard), will name a slate of three candidates for member -at -large (hence the Call forNominations).

8. The three slates of three member-at-large nominees each from the SECTION COUNCIL, theAFFILIATE COUNCIL, and the NOMINATING COMMITTEE' will be listed separatelyon the mail ballot and only one person from each slate can be selected by the voting member.

, 7. The Executive Board has been enlarged from 12 to 15 members.

'The Nominating Committee slate for member at large may include any other names, each ofwhich is supported by a petition signed by 25 members in good standing and received by theExecntive,Director by November 1, 1983.

94 25

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95

A_

ESL JOBS: A BLEAK FUTURE?

April 8, 1983

To the Editor:As I entered the Sheraton in Toronto after

registering at the TESOL conference, I waspleased to notice that the organizers had beenthoughtful enough to provide a kind of singlesbar for unmarried conventioneers. Upon closerperusal, I realized that the nervously millingcrowds, heat, and smoke were not indicationsthat a room had been set aside for the lonely: Ihad, by chance come across the "jobs room."This windowless cubicle had two long tablescovered with job folders in it, a blackboard forapplicants' names to be written on and a ...olipleof people ready to answer questions. That wasit. That was the lobs component" of TESOL13, an airless room on the lowest level of thehotel.

Well, acteally, there were a few other things.For example, I attended a paper given by thedirector of an ESL program in San Francisco inwhich hard-headed advice on resume writingand how to behave in an interview was given. Itturned out that this well-tailored director waspleased that ESL was on its way to becoming aprofession; he then told the assembled listenersthat his technique for hiring teachers was to"' !t" them be substitutes at his institute "for sixmonths or so." Then, if they were good, hemight hire them. So m:- h for professionalism.(Or fair employment practices. Or r.iinple fair-ness.) This director and that narrow room repre-sented, at least for me, the importance TESOLgives to job seeking and improvement of conditions. The man and the room together form aperfect metaphor for the complacency, conservatism and "I'm all right Jack" egotism whichpervade ESL generally.

A look back at the February 1983 TESOLNewsletter at the article The ESL EmploymentSurvey: A Report" by Carol J. Kreidler andPhillip Edmondson gives us an accurate pictureof ESL's past and present. A look at the Torontoconvention and the attitude manifested theretoward employment issues and teaching conditions gives us a bleakly accurate glimpse ofESL's future.

Daniel L. Tumposky7 Dana AvenueAlbany. N.Y. 12208

TOEFL TESTING SECURE ASSERTSEDUCATIONAL TESTING SERVICE

April 15. 1983

To the Editor:It is interesting to the TOEFL program that

the c . espondent in your March 1983 "letters"column, Ralph Lowrance of Sacred Heart Col-lege, issues a blanket indictment of ETS testadministration and security procedures as wellas grave allele 'ions regarding the validity ofscores reported for the Test of English as aForeign Language (TOEFL) on the basis of asingle incident. We regret that the TESOLNewsletter should appear to support this "leapof faith" by its headline. "TOEFL Scores OftenInvalid." For the '- enefit of your readers wewould appreciate the opportunity to commenton Mr. Lowrance's charges.


TN 6/83

Continued from page 26In 1981.82 TOEFL was given to more than

400,000 examinees at over 900 test centers,located in 135 countries or areas. The officialtesting programs have stringent and enforcedprocedures prior to, during and after test adminis-trations to ensure that valid scores are issued.While any standardized testing program mayencounter occasional security breaches, theseaffect a very small number of the total exam-inees. In the history of the TOEFL program,individual examinees' scores have been cancel-led as a result of secure.; investigations but inno way have these individual eases negativelyaffected the program's overall validity.

The TOEFL program takes extremely seri-ously any allegations of improper test adminis-trations under the official testing programs andinvestigates them thoroughly. In direct corre-spondence with Mr. Lowrance in the past wehave requested on several occasions that heidentify those centers at which he has allegedly,observed improper administrations; to date hehas not chosen to do so. We have assured him,as we assure your readers, that TOEFL andETS will conduct a full investigation providedwe know whom to investigate.

Mr. Lowrance is also concerned that ETS, inresponse to a telephone '-iquiry from an insti-tution, will verify the .ores of an examineewho is under a security investigation. Until asecurity investigation confirms that an exam-ini.e's scores are invalid, ETS will c' -tinue toverify that the individual's scores as :lied toETS by an institution are the scores on file forthat person. However, if a score is ultimatelyconfirmed as invalid, the individuals SC47CS art.cancelled. All institutions to which ETS has sentOfficial Score Reports are so notified, and theindividual's record for that administration isremoved from ETS files.

Finally, Mr. Lowrance apparently disagreeswith TOEFL's policy to report scores for exam-inees raider Institutional Testing Program ad-ministrations only to the administering institu-tions. Mile we would not question that anyinstitution may conduct a completely secureand standard TOEFL administration under theInstitutional Testing Program, TOEFL policy isbased upon two factors. Test forms in theInstitutional Testing Program are used formsand therefore, from th testing prognim's per-spective, no longer can h considered secure; inaddition. under this program, the institution isresponsible for actual test administration con-ditions rattier than ETS. ETS does not routinelyinvestigate allegations of improper behavior byindividuals tested under the Institutional Pro-gram. We are unable, therefore, to verify testadministration conditions for the last..utionalTesting Program, as we are able to do for theofficial testing programs.

I hope that this helps to clarify the issues. aised in Mr. Lowrance's letter for your readers,many of whom have contributed substantivelyto the program throb, service on our Commit-tee of Examiners, Research Committee or gri.erning Policy Council.

Joan L. BorumPrcgram DirectorTOEFL, Box 899Princeton, New jersey 08.541

MORE ON TOEFL TESTING:THIS TIME. CONDITIONS

April 19, 1983

To the Editor:I applaud Ralph Lowrance's letter of Novem-

ber 22, 1982 concerning TOEFL testing proce-dures in the February 1983 TN. L.IT's letter, Mr.Lowrance comments on ETS's ". . . acute ne

glect of and disregard for the implementationof proper test administration procedures. . . ."Mr. Lowrance discusses instances of a studenthaving an artificially high TOEFL score ascompared to his actual comprehension level.

However, there is another side to this story towhich Mr. Lowrance's comment on the ETScan also apply. This concerns students who aretaking the TOEFL, who have good Englishabilities am- who are subjected tr, poor testingprocedures. This practice is all too common inthe United States. Many times the rooms inwhich the test is given are uncomfortable_ butwhat is even more shocking is the poor quil.tyof sound many times on the Listening/Dictationportion of the test. Students who could other-wise do well have to listen to garbled or di:torted tapes played on small tape recordciswith the volume turned up to accommodate aroom large enough to hold 200 people or more.

ETS could reply that this is the fault of theparticular school's testing center, but perhaps ifETS was not so neglectful in seeing that the testwas administered properly, these centers wouldbe more conscientious in providing a goodtesting atmosphere. Many students have to takethe TOEFL two or three times before they canpass itnot because of their lack of ability, butbecause it takes that long for them to understandthe proper procedures during the test, or tounderstand poor instructions.

If TOEFL is going to continue to be thedammining factor of a foreign student's entryinto our colleges, then it is time that tightercontrols were put on the actual administrationof the test.

Anna N. VammenCommunications /Resource Center SpecialistArkansas College of TechnCrigyLittle Rock, Arkansas 72207



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44A

REPORT: AFFILIATESContinued from page 13

for the affiliate at the same time. I believe weought to encourage affiliates in this directionand then use that person as our primary mailingaddress. The list of presidents can also be auseful list i. only for follow up. It is clear thatmany presidents of affiliates do not have infor-mation on their predecessor's names, nor onother matters. The establishing of a person,whether it be executive secretary or liaisonofficer, for a three-year term could provide theaffiliate with better continuity of affiliate infor-mation.

Also interesting is that all affiliates do notchange officers annually, some do not elect apresident-elect, somenon-U.S. organizations,in particularhave quite different verningbodies. Many have no idea what ooligationsaffiliation to TESOL requires nor how to com-ply. Much of this is a result of poor communica-tion on our part. The obvious need is for anupdated Handbook which gets into the handsof the current officers and the need (within theaffiliates) for some sort of archivist or recordkeeper such as an executive secretary or morepermanent liaison officer.

The questionnaire also asked the affiliates foreedback on their concerns in their relationship

with TESOL and for concerns within theiraffiliate area.

Questionnaires were returned from nearly allof the affiliates, though two reminders weresent out to nearly half of them. (I am stillawaiting returns from Colombia, Florida,Greece, Illinois, Intermowtain, Israel, Korea,Mexico, North Carolina, Spain, Venezuela andWashington State.) Some of these same affiliateorganizations did not attend the affiliate councilmeeting in Toronto (Alaska, Colombia, Florida,Greece, Korea, Louisiana, New Mexico, NorthCarolina, Portugal, Spain, and TexTESOL-Idid not have attending representatives) andwhile the report below will suggest some of thereasons, these two requirements for affiliation,1) reporting to TESOL and 2) attendance every -other -year at affiliate meetings during the an-nual convention, suggest that a follow-up shouldbe made on each of these affiliated organiza-tions to ascertain their status.

In addition to the questionnaire, there hasbeen anon -going correspondence with the affil-iates from the first vice president and dialogthrough the Affiliate/Interest Section and Inter-national Exchange columns of the TESOLNewsletter. During the convention in Toronto,affiliate representatives met and discussed itemsof concern during the Affiliate Presidents'Breakfast, International Affiliates Rap Sessionand during the Affiliate Council. About half ofthe affiliates were represented at the breakfas',some thirty-five or so members attended therap session, and as noted above, forty-seven ofthe affiliates had voting representatives at theAffiliate Council Meeting.

The following is a summary of some of theissues, problems and comments which werebrought up during or through these variouschannels of communication during the pastyear.

A. Unique features of various affiliates. Oneaffiliate, WATESOL, has an archivist, a personwho is responsible for keeping a record of theaffiliate's activities, officers, policies, etc. Ark-TESOL has a library of ESL materials which isin a central location and available to all theaffiliate members. MidTESOL has put such

28

materials into a computer clearinghouse for useby its members. CATESOL offers researchgrants to members who are planning relevantresearch projects. TexTESOL I and Illinoisoffer scholarships to their members Tex-TESOL Ito the Summer Meeting and Illinois toTESL students attending schools in Illinois.Colorado TESOL provides a resource guide ofindividuals in the state who can act as speakersor consultants or other resources for their mem-bers and their programs. In Italy all membersreceive the English Teaching Forum along withtheir memberships.

B. Handbook. Most of the affiliates found theHandbook useful, especially for program andconvention planning. Fully a third of the peopleresponding either did not know of the Hand-book or had not seen it. Updating was the mostfrequent request.

C. Speaker's List. Most of the affiliates saidthey had taken advantage of the Speakers Listand that at least some TESOL officer or boardmember had visited the affiliate in the recentpast. Most were, however, unaware of just whatthe list implied in regard to TESOL support forsending speakers when affiliates needed suchsupport. Some affiliates seem to have taken ad-vantage of TESOL support and the Speakerslist far more than others though we are lackingany data from the TESOL office to confirm this.

I think it would be a good idea if we couldkeep better track of the travel of executiveboard members, especially so that affiliatesmight take advantage of those members whoare "in the area" so to speak. Charley Blatch-ford, the present first vice president (VP) willbe looking into ways of getting, updating anddistributing such information to affiliates.

D. Professional Organization Liaison. Most af-filiates had some liaison going with fellow lan-guage organizations in their affiliate area thoughto what extent and how N9: unclear. I believethat we must help affiliates explore ways ofworking within their areas with other profes-sional organizations, both language-oriented,and other professional ones.

E. Regional Meetings. Most affiliates seemedinterested in regional meetings. I believe thatwe should encourage such meetings as meansby which affiliates might better serve theirmembers, especially those who cannot attendTESOL annual conventions or summer meet-ings. The midwest will soon have its thirdannual regional meeting, in Minneapolis onOctober 20-22, 1983, and the Rocky MountainRegion, its second on October 13-15. Texas willhave its fifth statewide meeting this year, aswell. There was some talk during the Torontoconvention of a European or Mediterraneanregional meeting, and I have asked Latin Ameri-can members to look into such a regional meet-ing for their region (to include the Caribbeanand South America as well as Mexico). I believethat this may be one answer to the growingconcern over the cost of attending our annualconvention (versus holding it in Euroj,e or Asia)and the need to provide greater support for allaffiliates.

F. Conventions. Many affiliates were concernedwith the conflicting dates of annual conventionsof TESOL and their affiliate meetings. Thedates for the TESOL conventions, now tenta-tively determined through 1990, should (andwill in the new edition of the Handbook) bemore widely published.

There was some concern with the lack ofaffiliate input into the selection of conventionsites. The selections of hotels, dates, and local

47

chairs should be done with greater input fromthe local affiliates.

Most affiliate questionnaires and much of thecorrespondence which the first VP and thesecond VP had with affiliates and many indivi-dual members, indicated their concern over thehigh cost of attending a convention.

Some members, and this was a particulartopic of discussion at the international rap ses-sion, asked about the possibility of enlargingthe video1apcd presentations which would beavailable for affiliates (and members) to use. Itwas suggested that some speakers or presenta-tions be identified early on as worth taping andthat these tapes could make up a growinglibrary of tapes which could be lent or sold toaffiliates for use at their meetings, in lieu of orin addition to guest speakers in person.

Most of the members of the affiliate councilagreed that a longer time should be set aside foraffiliate programs at the convention. In particu-lar, there seemed to be a felt need for moresharing time, more informal discussion andpresentation of what various affiliates weredoing, what their problems were, etc.

Some members suggested that affiliate coun-cil members and other affiliate delegates to theconvention be given some break in their conven-tion expenses such as free or reduced roomcosts, free or reduced convention fees, etc.Many affiliates indicated that they supportedtheir representative to the convention in someway.

At the rap session it was suggested that mem-bers, particularly international members (non-U.S. perhaps?) be given a packet of informationwhich might contain names of less expensivehotel accommodations, identify relevant talks,and be provided with a special reception orreception committee. I concur that we need tomake a greater effort at providing informationto members of less expensive ways of attendingand enjoying our conventions and that we needto do more towards the orientation of all newattendees to such meetings.G. Publications. Many affiliates seemed un-aware of the fact that their members might nowreceive the TESOL Newsletter by simply send-ing their members' names and addresses andfour dollars (per person) to the TESOL officeand that this could be dcne at any time duringthe year. I have suggested that any affiliatemight simply put an additional box on theirmembership form which would allow the appli-cant to indicate their interest in receiving theTN by checking the box and adding $4 to theirmembership fee. Many members, domestic andoverseas, indicated their interest in getting pub-lications on a more timely basis even if thismeant an extra fee along with their member-ship.H International concerns. The biggest problemfor most non-U.S. affiliates is moneymoneyfor travel to meetings in the U.S., money formembership dues, money for affiliate meetingsto which others are invited, money for U.S.publications. I believe that some ways must bediscovered to take care of these problems.Perhaps TESOL can establish bank accounts inrespective affiliate countries into which affili-ates can deposit (in local currency) TESOLdues, convention registration fees and othermonies. TESOL could then draw upon theseaccounts in sending speakers or consultants tothose countries. Affiliates were particularly con-cerned with some kind of aid for members toattend conventions, and the use of local cur-rencyby depositing it into a TESOL bankaccountmay be one way of aiding in this


TN 6/83

Continued from page 28situation. There was also a suggestion that affili-ates could be helped by the local committeeproviding housing for visiting members duringa convention.

A global membership was also suggested inwhich the affiliate could join and receive publi-cations without having its members join. Thiswas of particular concern for those affiliateswho felt that the requirement of having all theirboard members be TESOL members, was tooheavy a burden.

Another concern was the lack of internationalfocus on issues. One of these issues was theplace of international English in the stream ofthings. Others are mentioned below.

There was considerable concern for dialoguewith TESL Canadavoiced not only in thequestionnairesbut often at the TESOL con-vention in Toronto.

Some members suggested that TESOL publi-cations and membership charges could be re-duced for non-U.S. members.

At the rap session, it was proposed that onemeans of making sure that international con-cerns were always included in the conventionprogram, would be to create an internationalaffiliate interest section. Another problemvoiced was the problem of employment fornon-native English speakers who were, neverthe-less, trained ESL teachers. Also, internationalmembers wanted to have more representationon the TESOL executive board.

I. Professional Standards. Some affiliates askedfor the development of standards for highereducation and adult education programs. An-other concern was for information for non-native speaking teachers of English. Certifica-tion was a continuing concern for affiliates andsome asked for a national even an internationaldrive for ESL certification.

J. Sociopolitical Concerns. The concern of inter-national English was voiced by a number ofmembers. The Canadians voiced a concern formore sociopolitical activity in Canada.

K. Executive Board. Over and over again theneed for more contact during the year withTESCL executive board members was ex-pressed. I have suggested to affiliates that theyinvite the officers and EB members to theirmeetings, not necessarily to speak, but to talkwith affiliate boards and generally be availablefor information purposes.

A number of affiliates expressed the need formedical insurance for part-time ESL teachers asbeing one of the major concerns of their affili-ates.

L. TESOL Central Office. Clearly, as statedabove, the greatest concern is over lack ofcommunication and in particular the continualsnafu over mailing addresses.

Many affiliates asked if we used the check-off lists for appointments to committees. I canstate affirmatively that both the committeechairs and the president look at those lists andmake every attempt to make appointments tocommittees from the names on those lists.Others are appointed as well, of course, basedon interest expressed in other ways such as per-sonal communication, attendance at workingsessions of the committees during conventions,and to some small extent as a result of attempt-ing to find "experts" in certain areas of commit.tee need.

Another question asked by a number of mem-bers was why they did not receive the SIG (nowinterest sectionIS) newsletters that they checkoff on (heir membership application renewalform.

TN 6/83

MinnelESOLNI I nne so ta Tcaehe n; of Englishto Speakers of Other Languages

invites you to the

THIRD ANNUALMIDWEST REGIONAL

TES 0 L CONFERENCEto be held at the

Radisson South Hotel7800 Normandale Blvd.

Minneapolis, Minnesota 55435

October 20-22, 1983in conjunction with the Fall Conference of the Minnesota

Council on the Teaching of Foreign Languages

Conference Chair:Joyce M. Biagini2660 E. 5th St.Maplewood, MN 55119

Registration:Wanda McCaa885 21st Ave. SEN1p1s., MN 55414

Most of the affiliates were unsure about re-porting forms to TESOL. While they may bereceiving them, it seems that they do not knowwhat they are for, and more importantly, theydon't know when to turn them in. My suspicionis that a lack of a timetable, clearly stated, as towhat to turn in when, has meant that many ofthe forms have been set aside and forgotten.Here, again the computerization of this informa-tion so that it is sent to the liaison officer asrequired, would help enormously in gettingthem filled out in time. Charley Blatchford,consultation with the TESOL office, will beattempting to revise these forms, and namethem appropriately, so that they are in keepingwith the newly revised constitution and by-lawsof TESOL and so that they elicit the informationwhich will help us communicate better withaffiliates.

Another interesting suggestion by a couple ofaffiliates was that the TESOL office install atoll free number so that they might feel freer tocontact it for information and help. Some sortof accommodation must also be established fornon-U.S. affiliates as well.

M. Affiliate Concernsother. One request thatoccurred often in the questionnaire and at meet-ings, in a number 'f different guises, was therequest for help from the TESOL office andfrom TESOL the organization. Primarily, thisservice was seen as the making available to theaffiliate of an expert or experts in various areaswho could come to the affiliate and provideinformation and consultation, even training incertain needs areas. Supplementary to this wasthe desire for information packets on certaintopics. As mentioned above, certification wasone of the topics about which many affiliatesrequested expert help. But an even more oftenmentioned topic was affiliate management; in

particular such things as makirg money, fundraising, membership (both getting and keep-ing), non-profit status acquisition, auditingneeds, keeping archives, etc.

Many affiliates, not only those which we havehere called international as opposed to U.S.,asked for help in getting their members toconventions.

Some affiliates asked for more guidelines inusing the speakers list and perhaps it is appropri-ate to come to terms with how, how often, andin some fairer way, we accommodate the needsand requests of affiliates with regard to ourfinancing wholly or in part, speakers and visitorsto affiliate meetings.

Many affiliates suggested that a network ofcommunication be established (much like theHermes Courier network) to alert affiliates totopics of mutual concern and to keep them upto date. A monthly bulletin was suggested asone way in which information could be distrib-uted to affiliates on a more timely and regularbasis.

While this is in one sense a very superficiallook at the mountains of information receivedb} the first vice president this past year, it doessuggest clearly the need for more and bettercommunication with our affiliates. Many ofthe problems, ideas, and suggestions will befollowed up by our new first vice president,Charley Blatchford, but the bulk of the concernsof the affiliates will be dealt with by the execu-tive board through its task force headed by theexecutive director, James Alatis. There will bean initial report from this committee by themid-year meeting of the TESOL executiveboard in October. Look for a report about thismeeting from the first vice president and in theNewsletter.

9 8 29

ESL ADMINISTRATORS AND TEACHERS:GETTING TOGETHER ON THE CURRICULUM

Curriculum is one very large area in whichboth ESL administrative and teaching staffshave a vested interest. Since the curriculumembodies the philosophy as well as the structureof the ESL program, it both reflects and affectsthe job of administrators and teachers alike.Curriculum is therefore a good place for ad-ministrators and teachers to get together, toshare concerns, to work together and to reachsome common ground. To pave the way forthis kind of cooperative spirit and effort incurriculum planning and implementation, it isimportant to try to develop a little mutualunderstanding of what motivates teachers andadministrators and forms the basis on whichthey develop priorities and decisions. This arti-cle examines what kind of curriculum is pre-ferc.c1 by each group and why.

The:e are two types of factors which deter-mine the outlook of an ESL teacher or adminis-trator on curriculum. First, there are certaingenial or global objectives, and second, thereare the characteristics of the administrators andthe teachers themselves. (See Figures 1 and 2.)

The ESL Administrator's Objectives

Looking first at administrative objectives, apri.nary and obvious objective for every ESLadministrator is for the program to offer highquality instruction. This goal involves the ad-ministrator in evaluative decisions about whichtype of curriculum provides the best instructionto meet the needs of the student population ofthe program. To establish and maintain a highstandard, the administrator is likely to favor ahighly-structured curriculum with well-definedand testable objectives. To make the objectiveswell-defined, the administrator is also likely tofavor a curriculum which is divided into specificskill areassuch as reading, writing, oral skills,etc.and which has a progression of levels,each with its own objectives.

A division of the curriculum into discreteunits and levels of instruction with specificobjectives makes it easier for the administratorto devise tests and other evaluation measures,thereby providing a systematic basis for con-sistent placement and advancement of students.It is always an important objective for ad-ministrators to prove that students are makingprogress, not only to convince themselves thatthe program is a high-quality one, but also toconvince their superiors, as well as the largeraudienceincluding parents or potential stu-dentsthat they are doing a good job.

Once an ESL administrator has put time andeffort into d,:signing a curriculum or perhapshas paid to have it designed, that administratorwill naturally be anxious for the program teach-ers to implement the curriculum and teachtowards its objectives. The administrator will,of course, expect teachers to maintain the samehigh standards that he or she has, not teach to adifferent standardwhether it be lower, higheror just different. Insisting on uniform standardsand objectives based on a written curriculumgives the administrator a feeling of control overthe quality and the content of instruction.

There is really only one other global objectivefor ESL administrators besides that of providingquality instruction, and that is to have everythingin the program run smoothly, that is, to avoidproblems. This objective can be partially metby preventing frequent major changes. Thismeans that the administrator desires a curricu-lum that everyone can live with, that is not tooradical or difficult to administer or teach, andthat will not need major changes or revisions asstaffing patterns or interests shift. A curriculumwhich requires more individual teachers or spe-cialists teaching more individual classes, subjects,or skill areas is hard to coordinate and to admin-ister aad so may not be favored by the admin-istrator wanting to avoid or reduce problems,even though this type of curriculum might seemto provide possibilities for excellent instruction.

In trying to avoid problems, an administratorwill be anxious to please superiors who want aquality program but usually at the lowest pos-sible cost. There may be a conflict here as itgenerally requires a lot of time (at some con-siderable expense) and energy to develop asuperior curriculum.

The administrator must also try to please theinstructors, that is, to design a curriculum whichinstructors feel comfortable with or even happywith. If the teaching staff is very heterogeneousin its characteristics, or ic it changes all the time,it is naturally goinz to be very difficult to pleaseeveryone. Even a more stable and homogeneousstaff may differ in their curricular preferencesand priorities, and so some compromises willalways be necessary. It is also an importantobjective for the administrator to please thecustomerthe student, that iseven in non-profit organizations. Under pressure from stu-dents, an administrator might be influenced toadd a certain area to the curriculum or toincrease or reduce the time allotment in acertain curriculum area. Finally, administratorsmust please themselves. An administrator can-not be expected to work with a curriculumwhich does not match up well with the adminis-trator's own instructional philosophy.

Figeme,1,ESLAdminisb;atorsiciobal Objec-: Ives

To iiOWiii*odabjective,shared " with ESTeiChers.)"-

ibi.-wen:c101itieci, testable ObjectiVei

haVesystemaileandconsistent"11).0it 4i0;:n!iiceirient of. stOdeMs.

To have.everythmg rim smoothlyi To avoid fiequent major chingels';To'deirise irsuirfauluin which is easy to

.implernent

::.::To:pleaieSupr;-!isikteacheis,:students,.themselves,

The ESL Administrator's Characteristics

The characteristics of individual administra-tors will determine their curricular preferences.Under "characteristics," we are including notpersonal qualities but rather job-related charac-

30 9 9

by Martha C. PenningtonUniversity of California Extension

at Santa Barbara

teristics such as whether the administrator isnew or experienced, full-time or part-time, andwhether he or she is a curriculum specialist or a"jack-of-all-trades" administrator. Larger pro-grams often have an administrator designatedas academic or curriculum coordinatm, whereassmaller programs may have only one adminis-trator to do curriculum, budgeting and a varietyof other things.

Someone designated as academic coordinate-is almost certainly going to st.e curriculum as avery significant part of the job. This can actual-ly be an advantage for instructors, giving themmore flexibility in their classes.) it full-timeadministrator, especially one designated aca-demic coordinator, is likely to be interested inspending a lot more time on development andsupervision of a curriculum than a part-timeadministrator would. An administrator with alot of experience will probably also have a lotof set ideas about curriculum, whereas someonenew to administration will often be an innova-tor. Thus it is clear that the job-related charac-teristics of the administrator have an effect onthe way one plans the curriculum and the timethat one will spend on it. These will have adirect impact on the teaching staff.

Figure 2 EStAdrainiitiatOre,and leachersIjob.:11ehitid Characteristics

- Specialists t -/, -:Generalisle

Full -Time. % :Part -Time

ExpeiienCed: / NeW. ,

The ESL Teacher's Objectives

We now turn to the ESL teacher's perspectiveon curriculum. Reviewing Figure 1, one can seeimmediately that the ESL teacher actually hasthe same global objectives for curriculum as theESL administrator does. The objective of pro-viding good quality instruction is as central toan ESL instructor's job as it is to an ESLadministrator's. On a formal employment level,the teacher's jobperhaps even more so thanthe administrator'sis dependent on accom-plishing this global objective. On a personallevel too, this objective is all-important to any-one who has made a vocation of teaching.There are few professions where one can beexposed as easily or as painfully as can happenin teaching. It is hard to match the feeling ofgoing into a classroom and knowing that whatyou are doing is not working, and, what isworse, that the students know it too. Therefore,a written curriculur with specific objectivescan be desirable from an instructors point ofview, to give the teacher a basic direction orsomething to fall back on when a class is notgoing well.

There is also no doubt that instructors benefitfrom having a curriculum which is written interms of a progression of proficiency levels,along with a system for placement and advance-ment of students which ties into those levels,thus avoiding the problem of having grosslymisplaced students or mixed-level classes. Teach-ers also have an interestthough perhaps a


TN 6/83


more personal one than administratorsin see-ing their students improve and progress.

Teachers have the same interest, too, in avoid-ing problems, such as those connected withfrequent or major changes in the curriculum,and are therefore equally in favor of a curricu-lum which will not be difficult to operateunder. However, there may be some differenceof opinion about what kind of curriculum iseasiest to work with. For some instructors, avery explicit and detailed curriculum will beeasiest to work with. For others, a looser, lessdetailed structure might be more comfortable.Some tt -hers will feel more comfortable work-ing with°, curriculum or designing their ownpersonal cu. 'lum.

It should also I noted that instructors havean interest in ple 2ing their supervisors and sowill need at least to make an attempt to workwith whatever curriculuth materials are pro-vided by those supervisors. That an instructorwants to please the students goes without say-ing, although there is plenty of room for discuss-ion as to which type of curriculum best meetsstudent needs. Finally, teachers want to pleasethemselves by using a curriculum which worksbest for them.

The ESL Teacher's Characteristics

The same sorts of contrasts in characteristicswhich were described above for administratorsalso apply to the teaching staff. A teacher'soutlook on curriculum will certainly be affectedby whether the person is a specialist in ESL orwhat we might call an "instructional generalist."Elementary school teachers, for example, haveto be generalists; that is, they have to teach inseveral different subject areas. Within ESL,there are also specialists and generaliststhosewho focus on one or two skill areas (e.g. readingand writing or speaking and listening) and thosewho like to and are qualified to teach all areasof language.

A curriculum divided into several specificskill areas, each with its own time period,matches well with a teaching staff of specialists.A more generalized curriculum combining sev-eral different skill areas under one instructor inone time period is more consistent with a teach-ing staff composed of ESL generalists.

Part-time teachers, of whom there are a largenumber in ESL, are usually the ones who wantspecific and explicit guidelines, whereas full-time instructors, who are more involved withthe program (at least in terms of the hours theyspend in it) often prefer to develop their owncurriculum. New teachers usually need andwant closer direction and so will welcome anextensive curriculumone which not only hasclear objectives, but which also describes howthe objectives should be implemented and givessuggestions for activities along with a variety ofsample activities. Experienced teachers, on theother hand, may feel that an extensive curricu-lum is unnecessary. New teachers are usuallybetter off being given restricted and specificteaching assignments as well as shorter timeperiods fqr classes. Experienced instructors canbe given, and generally want, more freedomfor example, through larger curricular blocksand longer class periods. The less a curriculumis broken up into individual skill areas, the morefreedom an instructor has in time-managementand lesson-planning. If the majority of the teach-ing staff are full-time and experienced ESLprofessionals, then it makes sense for the cur-

TN 6/83

riculum to be designed at least in part by theteachers. There is a kind of paradox here,though, because it will be new teachers, ratherthan the experienced ones who designed thecurriculum, who will benefit from and use itmore. For the experienced teaching staff, itmight be preferable not to put a great deal oftime and effort into developing a curriculumunless this is something which the teachersreally want to do. If the teachers do not want towrite curriculum, it might make more sense forthe program to have only a short "skeletal"curriculum and then have teachers submit indi-vidual course outlines for administrative review.

Toward a Curriculum Which BlendsObjectives and Charaiteristics of

Administrators and Teachers

It is my belief that an ESL curriculum mustbe a blend of the objectives and concerns,which are basically the same for both adminis-trators and teachers as well as a reflection of thecharacteristics of the teaching and the adminis-trative staffs. By looking at areas of commonground as well as areas of possible differencesamong ESL teachers and administrators, onecan become more sensitive to what motivateseach group in carrying out their job functions,thus laying the groundwork for this sort ofblend in curriculum design. .414.

Martha Pennington holds a doctorate in linguistics from theUniversity of Pennsylvania and is the Academic Coordinator ofthe English Language Program. University of California. SantaBarbara.

This article is a revised version of a talk riven at the RegionXII NAFSA 1982 meeting. Anaheim, California.

READING ACHIEVEMENTContinued from page 17

likely to be found in groups that typicallydo not perform as well when it comes toreading. In effect, this multiplies the dif-ficulties they must overcome, the NAEPstudy notes.

Among the statistics:Students from other-language-domi-nant homes are more heavily concen-trated in disadvantaged-urban schools,especially at age 17.Youngsters from other-language-domi-nant homes are much more likely thanothers to be a grade behind their agegroup. At age 9, almost one-third arebehind a grade, compared with aboutone-fifth of their counterparts fromEnglish-speaking homes.Over twice as many teenaged other-language-dominant students as thosefrom English-speaking homes reportthat neither parent graduated fromhigh school.

"Language dominance is not the onlycontributor to poor reading performance,"the NAEP study concludes. "It is languagedominance in conjunction with other back-ground factors that makes a difference."Note: For more detetled information, the report Stu-dents From Homes in Which English Is Not theDominant Language: Who Are They and How WellDo They Read? no. 11-R-50, can be ordered from theECS Distribution Center, Suite 300,1860 Lincoln Street,Denver, Colorado 80295. at a cost of $4.

Former second vice presidents of TESOL (all past convention program chairs) have begun to meetannually at conventions to discussnaturallythe planning and execution of TESOL's biggestyearly undertaking.

r1.4."

4`.

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Like the phoenix bird, a new convention is in the making as the old one ends. Here Program ChairPenny Larson (left) has a preliminary meeting with Associate Program Chair Elliot Judd (sofa,center) and Local CO-Chairs Nick Franks and Michele Sabino.

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TESOtmembershiOneltides subiciiption to the TES01; Quarterly and the TESOL Neu:slitter:Annual Membership ratesiRegularineniiiiiihIP;$30;StUdent,ttieji4rshiP,(foithoie engaged in it leartliitlf=tiMe study), $15; Joint membership (twoinethber 1161LS-6'00, membership; $45:

--- membership, $150; fitraprofessiohaVRetired,-Unemployed Yolinteer membership, $15.:Additionil Monk*" feet Foreign surface mail add $5.6r foreigniiiiii,idd-,$15.*...P1fiase!inake'check:intUS;:rfundi" dravin on cUS..bank 16ayible to ,TESOL.-Mad tO:iTESOI: Cenfrat,Offi6e,,202,1/C:-.Transit:Inhling,GeorgetoWn Univiirsity:;Wathhigton,tp.q.-posTTelePhone: (202) 6254569: Foram* of addreilor other inforMatiOn;*rite to TESOL et foreiiiing address.

,. -

TESOL, 202 D.C. Transit Building, Georgetown University, Washington, D.C. 20057TESOL NEWSLETTER

VOL. XVII, NO. 3, JUNE 1983

TESOL SUMMER MEETINGJuly 21-23, 1983

Evaluation in ESL ProgramsOntario Institute forStudies in Education

252 Bloor Street WestToronto, Canada

Program Chair: Richard HandscombeDepartment of English

Glendon College2275 Bayview Avenue

Toronto, Ontario M4N 3M6Canada

32

101

NON PROFIT ORG.

U.S. POSTAGE

PAIDBloomington,

Permit No. 18

TN 6/83

Vol. XVII No. 4 Teachers of English to Speakert of Other Languages August 1983

ILLUSTRATIONS OF MURANky LAW ABOUND

IN CLASSROOM RESEARCH ON LANWAGE USE

These are three laws attributed to Murphy althoughno one seems to be quite certain of who he is. No. 1:Nothing is ever as easy as it seems. No. 2: Everythingwill take longer than expected. No.3: If anything cango wrong, it will.

This paper is neither a report of researchnor a methodological treatise. It's not areport of "work in progress" since it doesnot discuss any progress. It does not theo-rize (or at least not much) and it is not a"how-to" paper. Rather it might be char-acterized as a "how-NOT-to" paper onclassroom-centered research.

If we accept Long's definition of thefield (and I do), this is not even a paperabout classroom-centered research on lan-guage teaching or learning:

. . . Investigation of classroom languagelearning may be defined as research onsecond language learning and teaching,all or part of whose data are derivedfrom the observation or measurementof the classroom performance of teachersand students (Long, 1980, p. 3).

Instead, this paper reports on some facetsof the data collection procedures in astudy of (second) language use in class-rooms. This paper is also somewhat of adeparture from previous classroom-center-ed research of interest to ESL teachers,since the study was not conducted in lan-guage classrooms. Rather, it reports on aninvestigation of the language used by uni-versity teaching assistants (TAs) in physicsand mathematics courses as they interactedwith their undergraduate students in labor-atories and discussion sections. The poten-tial appeal of this study to ESL teachersand language researchers is that half thesubjects were non-native speakers of Eng-lish. This particular paper was written foranyone who has tried (or will try) tocollect data in classrooms.

TN A/83

Some background information on thestudy is necessary before turning to thedata collection issues that'are the focus ofthis article. This research, which was partof a larger project involving both quanti-tative and qualitative research techniques,centered on the following question:

What are the classroom communicationproblems of non-native speaking teach-ing assistants, as perceived by the TAsthemselves, their students, and an outsideobserver?

In order to answer this question, an obser-vational study was designed which com-pared native speaking and non-naive speak-ing TAs.

Two main data collection techniqueswere used in this portion of the study:audio tape recording and intensive note-taking. In Long's terms, this part of thestudy may be described as "unstructuredobservation" in the "anthropological ap-proach" to classroom research (Long, 1980,p. 21). As the researcher I assumed the roleof a "non-participant observer," whichmeans, in this case, that I took notes as theclassroom events occurred, but did notpersonally try to participate in the physicsexperiments or the discussions of math orphysics. In non-participant observation, asLong has pointed out:

Data are mostly in the form of writtennotes, analyzed subsequently but . . .

generally recorded openly, during theevents observed, for in non-participantobservation, the observer does not takepart in the activities being studied orpretend to be a participant in them... .

There is no question of being covert (innonlaboratory settings, at least) or, as aresult, of the researcher's witnessing trulynatural, i.e., "unobserved," behavior in

102

by Kathleen M. BaileyMonterey Institute of International Studies

the way undisclosed participants can.While the principal means of gatheringdata may . . . be note-taking, the non-participant observer will have the optioncf supplementing this through the use ofother techniques (ibid., p. 24).

Thus during a classroom observation, Itook notes at the same time I tape recordedthe lesson. The tape recorder was in full

Continued on page 4

Absence of DecisionCharacterizes ApproachTo Foreign Students in U.S.

Absence of Decision: Foreign Studentsin U.S. Colleges and Universities, A Reporton Policy Formation and the Lack Thereof,published by the Institute of InternationalEducation concludes that "absence of de-cision has more often than not character-ized higher education's approach to foreignstudent issues. This is a luxury. . .that weare no longer able to afford."

Absence of Decision is the first in aseries of research reports on higher educa-tional exchange. IIE recently initiated anew research unit to examine issues facinginternational education. The new researchprogram seeks to provide policymakersand scholars with objective data on theeffectiveness of educational exchange pro-grams and their role in international rela-tions and in international development.

Among the significant findings in Ab-sence of Decision are the following:

1. Most college and university officials


TESOL NEWSLETTERMice H. Osman, Editor



(212) 663-5819

Editorial Staff and Advisory BoardRichard Allwright, University of Lancaster, Lancaster,England; John Boyd, Illinois State University, Normal,Illinois; him), Ann Boyd, Illinois State University,Normal, Illinois; Mary Ann Christison, Snow College,Ephraim, Utah; Cathy Day, Eastern Michigan Universify, Ypsilanti, Michigan; Irene Dutra, Bronx Com-munity College. CUNY, Bronx, New York. RonaldEckard, Western Kentucky University, Bowling Green,Kentucky; Winifred Falcon, American Language Pro-gram, Columbia University, New Ymk, New York;Douglas Flahive, Colorado State University, Ft. Col-lins, Colorado; Sergio Caftan, Institute Mexicano.Norte-

- ameiicano de Relaciones Culturales, A.C., MexicoCity, Mexico; Roseanne Harrison, College of Marin,Kentfield, California; Mary Hines, Teachers College,Columbia University, New York, New York, Carol J.Kreidle, Georgetown University, Washington, D.C.,Jean McConochie, Pace University, New York, NewYork; Carmen Judith Nine-Curt, Universidad de PuertoRico, Rio Piedras, Puerto Rico; Robert Oprandy,Teachers College, Columbia University, New York,New York; Howard Sage, American Language Ir-ti-tute, New York University; Lise Winer, Unwersite deMontreal, Montreal, Canada.

Production ManagerLois La Bounty




San Francisco, California 94114Telephone: (415) 697.5638

The TESOL Newsletter (TN) is published six times a year,Februar) through December It is mailable only through mem-bership in TESOL or its affiliates See back page for member-ship information.

TN welcomes news items from affiliates, interest sections,and organizations as well as announcements, calls for papers,conference and workshop reports and general information ofinterest to TESOI. members everywhere. A length of approxi-mately 300 words is encouraged for those items except forconference announcements and calls for papers which shouldnot exceed 150 words, Send two copies of these new items tothe Editor.

Longer articles on issues and current concerns are alsosolicited. and articles on classroom practices at all learner levelsand ages are especially encouraged However, four copies ofthese arc required as they are sent out for review by membersof the Editorial Staff and Advisory Board before i..ublicationdecisions are made Longer articles are limited to 1200 words orfive typed double space pages. In preparing the manusenpt,authors arc advised to follow the guidelines found in theTESOL Quarterly (A copy of the guidelines may also berequested from the TN Editor.)

Authors who wish to contribute to special sections of the TNare advised to send two copies of their items directly to theeditors in charge of those pages. Affiliate and Interest SectionNews: Mary Ann Christison, Snow College, Ephraim, Utah84627, Book Reviewsi !Award Sage, American Language Insti-tute, New York Unsversity, Washington Square North, NewY ark. NY 10003. International Exchange: Liz IlcmpLyons,Instituteaf Applied Language Studies, University of Edinburgh,Edsnburgh ENS 4DP. Scotland; It Works: Cathy Day, EasternMichigan University, Ypsilanti. Michigan 48197, Standard Bearer(employment issues), Carol Kreidler, School of Language andLinguistics, Georgetown Universit;, Washington. D C 20057

Notices of job openings, assistantships or fellowships areprinted without charge provided they are 100 words a lessFirst state name of institution and location (city, state, country)Include address and telephone numbers last. The 100wordlimit need not include the Equal Opportunity Employer state-ment but that information should be made dear in the coverletter. A fee is charged for special or boxed job and institutionalads, and they are limited to one-half of two columns Arrange-ments are made through Aaron Berman, TESOL Developmentand Promotions. Note deadlines for receipt of items below;however, last minute job notices will be accepted providedthere is space. Advertising rates and information a.e availablefrom Aaron Berman, TESOL Development and sromotions.Sec address and telephone number above.

Deadlines for receiving copy:Decembeil5th for the February issueFebruary 20th for the April issueApril 20th for the June issueJune 20th for the August issueAugust 20th for the October issue

Next Deadline: October 20th for the December TN.

2

Pfteademets Itae t4 else Nesdie4,4As you have noted from articles, reports,

leters and editorials in the last issue of the TNand this, there seems to be a concern over therelationship between TESOL and its affiliatesand just what affiliation means. For example,how are we truly international? What doesTESOL pro vide for affiliates that it doesn'tprovide for individual members? How does/should TESOL influence the affiliate (and viceversa)? What about the status or role of 'national'organizations as opposed to ind. ridual mem-bers?

First, let us look at the use of the wordInternational' in the name of the organization,and I quote TESOL's executive kiirector, Dr.Alatis: ". . the entire title is: 'Teachers ofEnglish to Speakers of Other Languages: AnInternational Professional Orgnization for thoseConcerned with the Teaching of English as aSecond or Foreign Language and of StandardEnglish as a Second Dialect.' This is merely areflection of the fact that the founders of theorganization had intended all along that theorganization be international and be open tomemberships frOm outside the United Statesand indeed, amenable to affiliation by groupsoutside the United States. We never did call itAmerican TESOL or National TESOL, and thiswas deliberate."

TESOL has, since it was organized in 1967,accepted both individual members and the af-filiation of state, provincial, regional, and na-tional organizations of English teachers andbilingual educators. This has been a means bywhich these organizations, some pre-existing,some formed with the explicit purpose of af-filiation with TESOL, have been able to takeadvantage of affiliation to an International' pro-fessional organization of teachers, administra-tors, researchers, publishers, test developers,and the like, who have a common goal ofproviding quality education in English to indi-viduals who wish it. It has allowed smallerorganizations to serve their largely separateclientele while at the same time maintaining aliaison and a dialogue with the larger organiza-tion and its sister organizations around theworld (and, I might add, at the cost of only$37.50 a year) TESOL has asked little more ofthe affiliates, except that they report on theiractivities annually and send a delegate to atleast every other annual convention of TESOLand that affiliate officers be members of TE-SOL. TESOL has scrupulously kept out ofaffiliate affairs, (and this includes the activitiesof various 'national' organizations, both thoseaffiliated with TESOL such as France, Mexicoand Japan, and those not affiliated with TESOLsuch as TESL Canada and IATEFL). On theother hand, TESOL has supplied professional(and financial) support in a variety of ways,when necessary. It has made loans for specialprojects to nearly all affiliates or when affiliateshave found it financially impossible to pro videthe kind of quality professional presentationsthat were needed to sustain and support itsmembership needs (and mind you, by far thegreater proportion of the membership of eachTESOL affiliate are NOT members of TESOL).

TESOL has attempted to respond to indi-vidual members' needs through such activitiesas publications, summer institutes, annual andsummer meetings, standing committees andespecially through interest sections. Affiliateconcerns are dealt with additionally' throughdirect communication between the affiliate liai-son and the officers, board and central office ofTESOL. Most affiliates have at one time or

1. 03

another been visited by the executive directorof TESOL and one or more of the officers andboard members over the years. Often this hasbeen paid for by TESOL which has encouragedaffiliates to invite TESOL of:kers and In, oimembers to visit with them whether as speak,.esor simply as a means of keeping the dialoguegoing between TESOL and those members ofthe affiliate who may often not find the oppor-tunity to meet with TESOL board membersotherwise.

Let me quote Dr. Alatis again, in regards towhat the role of TESOL is relative to theaffiliates. "I see no conflict and no competition[between TESOL and local, national, or inter-national ESL associations]. [We are] interestedonly in collegiality, harmony and unity in ourprofession, which, as [we] define it, involvesthe teaching of English as a second or foreignlanguage by means of a multidisciplinary ap-plied linguistic approach using the best researchin first and second language acquistion as abasis. It also involves an insistence upon broadlybased humanistic education, rather than meretraining of technicians and, we like to believe,promises a more efficient, systematic, and there-fore effective means of teaching people Englishwhile at the same time maintaining the interest,prestige, and positive self-image for peoplewhose language is not English and concomitantrespect for their own language and culture. Onthe domestic level, we believe that this affordsequal educational opportunity for people froma variety of languages and cultures and, there-fore, the ability to make the greatest contributionto society. On the international level, it promotesmutual understanding which will lead towardworld peace.

"I see no incompatibility in the intents andpurposes of the affiliates which already existwith the aims and purposes of TESOL . . . Wehave no intention of interfering in the national[or local] activities of [our affiliates], and cer-tainly would not wish to leave the impressionthat TESOL as an organization has any designsof linguistic imperialism or cultural aggressive-ness upon our colleagues and friends in the[affiliates]. We consider ourselves colleagues onan equal basis, all working towards a commonpurpose."

Clearly, the various affiliates and other ESLprofessional organizations serve their membersin ways that TESOL does not, indeed, cannot.TESOL seeks to provide both the affiliates andits individual members with common profes-sional bonds that give us all pride in our workand our profession. It is hoped that those bondsare the means through which we experienceprofessional growth. TESOL is an organizationf some 10,000 members whose elected and

appointed leadership is largely volunteer. Itsmonies come exclusively through dues and con-vention fees. TESOL publications sometimesbreak even, but more often than not, they are alarge hole in the budget (especially the News-letter and the Quarterly). And yet its hopedthat TESOL provides all its members withquality service and quality products (again,largely accomplished by volunteer effort). AndTESOL continues to rely on its members forfeedback. If you have an affiliate problem,write to the affiliate liaison, first vice president,Charley Blatchford, or to the executive director,James Alatis. If you have individual concerns,let any of the members of the executive hoa,:dknow about them. You may write to me directlyor to the TESOL officebut write.

John F. Haskell

TN 8/83

Dr. Carmen Judith Nine-Curt after ceremonies in which the Doctor of Humane Letters wasconferred on her. With her are Brothei Patrick Ellis, (left) president of LaSalle College, Phila-delphia and Dr. Leonard A. Brownstein, (right) director of the Master of Arts Program in Bi-lingual/Bicultural Studies (Spanish) at LaSalle.

La Salle College Honors Carmen Judith Nine-CurtFor Her Numerous Professional Contributions

Note: When Dr. Ludy Nine-Curt, a long timemember of TESOL, was first notified in the fallof 1982 that an honorary degree was about to beconferred on her, she was gravely ill. Happily,she experienced a complete recovery and onMay 1983 journeyed to Philadelphia to receivethe designated degree. In presenting r. Nine-Curt for the degree, Dr. Brownstein f LaSalleCollege read the following statement.

Editor

Professor of English at the University ofPuerto Rico, member of the board of trustees ofthat island's Inter-American University, scholarwhose publications are included in most bibliographies dealing with bilingual education,cross.cultural communication, the teaching ofSpanish and English, teacher of teachers, Car-men Judith Nine-Curt is a quintessential modelof a bilingual/bicultural educator.

Born and raised in Puerto Rico, Dr. Nine-Curt received her M.A. in English Literaturefrom New York's Columbia University and adoctorate in education from the same institution.

Since 1955 she has given countless lectures,workshops, and seminars in English and inSpanish both in Puerto Rico and throughout theUnited States. Under the auspices of our gov-ernment's National Defense Education Act be-ginning in 1960, Dr. Nine-Curt taught and di-

INVITATION TO SUBMITPROPOSALS FOR TESOL

SUMMER INSTITUTES

The TESOL Executive Board is invitinginstitutions to submit proposals to conductSummer Institutes and Meetings on theircampuses. Applications should be sub-mitted 2-2% years in advance. For infor-matim. and Guidelines for Summer Insti-tute Proposals, write to: James E. Alatis,Executive Director, TESOL; 202 D.C.Transit Building, Georgetown University,Washington, D.C. 20057.

TN 8/83

rected several summer institutes in Puerto Ricowhere American Spanish teachers were givenspecial training in the Spanish language and itsliterature. I am proud to state that I participatedas a student in that first institute.

Dr. Nine-Curt has become internationallyrecognized as an authority in non-verbal com-munication among Hispanics. She has lecturedin both English and Spanish on this topic notonly throughout Puerto Rico, but also SantoDomingo, the Virgin Islands, Colorado, NewYork, Maryland, Massachusetts and here inPennsylvania. In 1981 our Federal Governmentagain sought out her special talents by namingher consultant for its Office of Bilingual Educa-tion.

Dr. Nine - Curtis commitment to, and love ofher profession, her concern for the educationnot only of Puerto Ricans, but of all of us, havewon her the everlasting respect of her colleaguesand students. Therefore, I am very proud topresent Dr. Carmel, Judith Nine-Curt or thehonorary degree, Doctor of Humane Letters,Honoris Causa.

CURTIS HAYES, UTSA BICULTURAL-BILINGUAL PROFESSOR, HONORED

Dr. Curtis Hayes, professor of bicultural-bilingual studies at the University of Texas atSan Antonio has been honored by the TexasTeachers of English to Speakers of Other Lan-guages (TEXTESOL). Dr. Hayes was recog-nized as the Outstanding TEXTESOL Leaderin the San Antonio and South Texas area duringthe group's annual convention held recently inHouston.

Dr. Hayes, a past president of TEXTESOL-IIand currently the editor of the newsletter, was aFulbright professor of American literature andlinguistics at Kumamoto University, Japan. Hereceived his undergraduate and graduate degreesin English from California State University,Long Beach, and his doctoral degree in Englishlanguage and linguistics from the University ofTexas at Austin.

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CONSTRUCTINGDIAGNOSTICTESTS FORPLACEMENTAND TEACHING

by Joan F. TribbleJefferson Community College

University of Kentucky

Diagnostic testing generally facilitatesproper placement of students into classand enables the teacher to begin teachingwhere the students arenot where thebook, the syllabus, or the teacher thinksthey should be. An equally important pur-pose of diagnostic testing is to aid indi-vidualized language instruction. However,it is sometimes difficult to find the rightdiagnostic test and so one may decide toconstruct one's own. Fortunately the taskis not as formidable as it may seem.

Constructing the TestFirst, determine what skills your students

must have to succeed in the course. Eachskill requires a different type of test. Alsodecide whether to test recognition or pro-duction, as productionoral or writtenrequires greater knowledge of the languageand is harder to test accurately. Therefore,I generally test recognition of correct sen-tence structure first, on the theory that, ifstudents cannot select the right form, theycannot use it.

After narrowing the scope of the test,make a list of the general areas you wantto know about: 1) the students' knowledgeof the parts of speechnouns, pronouns,prepositions, verb tenses, etc.; 2) theirrecognition of correct usageword order,agreement, ellipses, idioms, sentence frag-ments, etc. However, items like vocabu-lary, spelling, and punctuation can be easilytested in many ways and do not have to beincluded in a diagnostic test, but they canbe. If you like, you can select items fromall of these lists; choose what you want toknow about your students' language.

Once you have decided what to test,you should think about how to test. Tosimplify the analysis, use some form ofmultiple-choice question. You may giveup to five possible answers, but a choiceof three is the easiest to write. Ask thestudent to choose the correct sentence.

1. A. The student will writes with a pen.B. The student write with a pen.C. The student writes with a pen.

On the other hand, you may prefer topoint out the item being tested by pre-senting one sentence with a blank and achoice of items to make it correct:


3

MURPHY'S LAWContinued from page 1

view of the teacher and students. Each TAin the sample (n = 24) had given his per-mission for me to observe and tape recordhis classes.

One last issue to be mentioned beforeturning to the problems in the data col-lection process involves time sampling.The duration of this study was ten weeks,which coincided with the academic quar-ter. Ten weeks is a relatively short time forconducting ethnographic research, but it isthe total period in which these particularpeopleTAs and studentsinteracted to-gether. Unless the subjects became friendsor happened to continue in the student/teacher relationship in subsequent classes,the ten-week academic quarter was thesum-total of their common experience.

In a pilot study, which also lasted tenweeks, I found that the attitude of thestudents toward the TAs seemed to changeover time. As the students and TAs becamemore familiar with one another, the inter-action patterns changed, whether for betteror worse. In addition, the relationshipsseemed to vary somewhat in response tooutside pressures (e.g., impending mid-terms or final examinations) or othercourse-related factors not under the TAs'control (for instance, the students' attitudestoward the professors or the grades theyreceived from the "readers" who scoredtheir homework assignments). For this rea-son, I decided to observe the subjects atthe beginning, middle and end of theacademic quarter, three observations foreach subject.

The issue of the time sampling is a keyquestion in naturalistic research, by whichI mean research in which the investigatordoes not control or arrange the stimuli orpurposefully influence the response be-havior of the subjects. (See Cuba, 1978,for a discussion of the varicus ways that"naturalistic research" has been defined.)For example, in this study I did not try tocontrol either what the teachers said orhow the students reacted to them. Instead,the researcher's aim in naturalistic researchis to describe, document and analyze eventsthat occur naturally, without exerting rigidcontrol over time, setting, participants,etc.

Much of the classroom-centered researchon language teaching and learning (seeBailey, in press) falls within this broaddescription of naturalistic research, al-though some researchers have introduceda particular curriculum as a measure ofcontrol (e.g., Fanselow, 1977; Long, Adams,McLean and Castailos, 1976; the Essex teamunder the direction of Allwright, 1975).The salient point to be made here is that ifa researcher does not arrange the lesson tobe observed, but sets out to observe natur-ally occurring events, then he or she mustbe prepared to generate data as the eventsoccur. That can be a very tricky business.

My intent is to describe some of thedifficulties encountered in this study of

4

classroom language use, in hopes of savingother classroom researchers some time anda lot of trouble. This might even be con-sidered a data-based paper, since I havegathe-ed some examples from my work toillustrate these problems. "What could gowrong?" you ask. "It's a simple observa-tional study. All she does is take notes andtape record." But I maintain that class-room-centered research, like playing theguitar, is something that is easy to do, butvery hard to do well.

One sort of problem that can arise has todo with the researcher's actual physicalpreparation for collecting data. During thepilot study I developed a system of note-taking, which included some mapping con-ventions borrowed from Melbin (1950)and some techniques described by Knapp(1972) for recording nonverbal behavior. Iwas prepared to generate "rich" data. Whatcould possibly go wrong? Well, to begin,it helps to be able to see what it is you'reobserving and to have the proper tools forrecording. The following excerpt is fromthe fieldnotes in the pilot study. I had beeninvited to a departmental meeting of fac-ulty and TAs. The meeting was held in alarge lecture hall with about ninety peoplepresent. Through a series of manipulationsby the people in charge, I was movedfrom my original vantage point to a seat inthe front row. The fieldnotes state:

I am sitting in the front row and feel Iam at quite a disadvantage in terms ofjudging the audience reaction amongthe TAs. Also, like a d - - - -d fool, Iforgot my clipboard, so I don't haveany paper for fieldnotes. I quicklylook through some folders in my brief-case and decide which papers I don'tneed and can sacrifice to fieldnotes.Next time I must be better prepared.

A foolish mistake, you say, and after all,that's what pilot studies are for: making allthe foolish mistakes. Lesson Number 1 Ifyou're going to take notes, always carry

1.05

paper and pens or pencils and somethingfirm to write on, like a clipboard.

Lesson Number 2 is related. If you'regoing to tape record, make sure you haveaccess to a good tape recorder and thatyou know how to operate it correctly."That's so obvious!" you say. "Anyone canuse a tape recorder. What could possiblygo wrong?" The following excerpt is fromthe fieldnotes on the first observation of amath TA.

I got to school in plenty of time to checkout the tape recorder and get to theclassroom. I chose a seat near the back,then decided to move to sit next to aplug. This is an old lab room of somekind, and there was an auxiliary line of[electrical] plugs running around theside and back of the classroom. I chosea seat near the window and plugged inthe tape recorder. . . . I turned it on.Nothing happened. I tried again. Nothinghappened. My palms began to sweatand I thought to myself, "Don't panic.It's only a machine. You can deal withthis." I tried another plug on the auxiliaryline: nothing.

The TA had started writing on theblackboard, but he hadn't started to talkyet. I got up and walked over to thedoor and turned the lights on, thinkingthat the power in the auxiliary line mightdepend on juice in the main line. As Ireturned to my desk, the TA thankedme for turning the lights on. I just smiledrather weakly, I imagine.

I sat down and tried to record some-thinganything! Still no power. Then Ibegan to think I didn't know how to usethe tape recorder. I thought you had todepress both the "play" key and the"record" key to record. I tried pressingjust the "play" key: still no power. I hada vision of a bleeding ulcer starting todevelop in my gut somewhere, and Iconsidered running back to the depart-ment for another tape recorder: therewas clearly something wrong with thisone. But the TA had started to talk, so Idecided to sit still, forget about the taperecorder and try to take notes. I feltpretty sick . . . through the entire class.

I had scheduled another observation im-mediately after this one, but I decided toscrap it and make it up later, rather thangetting only a partial set of data (i.e., thefieldnotes without the corresponding ittperecording). The field notes state, "I return-ed to the office to get another tape re-corder. I plugged the tape recorder in . . .

just to try it one more time and it worked.The power must have been off in thatauxiliary line."

I suppose it's obvious that if you'regoing to tape record, you should alwayscarry batteries, even if you plan to use thewall socket. But perhaps less obvious is thereal message of Lesson Number 3: Alwaysinvestigate the classroom where you'll beobserving before the actual observationbegins. This safeguard can make the obser-

TN 8/83

vation easier as well as protecting yourdata.

These experiences led me to anticipatefurther possible realizations of Murphy'sLaw. What else could go wrong? A tapemight break. Solution: always carry extracassettes. I might accidentally re-record acassette that contained observational data.Solution: label all the cassettes prior torecording on them and immediately re-move the tabs to prevent the tapes frombeing erased. There might be a time whenI would not be able to use the departmentaltape recorder. Solution: buy a good taperecorder. I might not be able to identify

o0

If . . A..Z Ihroxiced(lot, the T4said., "oh-oh,here comesthe Spy. ".

the various voices on the tape and thesound might be muffled. Solution: buy ahigh quality omnidirectional stereo micro-phone and cross your fingers that theseexpenses will be tax deductible.

By now you are saying, "My gosh! She isreally paranoid!" Call it neurotic if youlike. I have simply come to believe that inclassroom - centered research anything cango wrongand a lot will. This maxim isespecially true when one is dealing withnaturally occurring lessons, with studentsand teachers who are going on about thebusiness of learning, with or without theresearcher and all the investigative accou-trements. I now firmly believe that it paysto anticipate problems that might makethe data either less valid or less reliableorjust plain worthless.

There are other threats to the usefulnessof classroom-generated data, particularlyin research where the subjects are not a"captive audience." One such potentialproblem is related to the threat of mor-tality. In experimental research, the term"mortality" refers to the "differential lossof respondents from the comparison group"(Campbell and Stanley, 1963, p. 5). Butthe effects of mortality are not limited tocomparison groups. They can influencethe data even in research on a singleclassroom and even when the researcher isnot measuring post-treatment performance.For example, one result of the disappear-

TN 8/fa

ante of subjects in classroom-centered re-search with repeated observations is thattypes and patterns of group interactionchange as the numbers of participantschange (see Schmuck and Schmuck, 1975).

The fieldnotes in my study provide adrastic example of subject disappearance.The scene is the hallway outside the class-room where I was to observe a non-nativespeaking math TA. I arrived early but

The professor and the last few students[from the previous class] were leavingthe room. It was noon. There were no[math] students. I couldn't figure outwhat had gone wrong. Then I saw theTA and another Asian student comewalking down the hall toward me. I saidhello to him and told him I had thoughtI was in the wrong place since there wereno students waiting. His friend slappedhim on the back and kidded him that hewas such a lousy teacher that he didn'thave any students. The TA smiled weak-ly. I was horrified to realize that it couldbe truethere might not be any studentsat his class. His friend left and I stood inthe hall outside the classroom with [theTA]. He looked at the clock on the wall.It was 12:05.. . . He said that the studentshad had a test on Friday in the professor'sclass, so maybe they wouldn't come tohis class today. He looked rather sad ashe said this and I felt awful for him. Iasked how many students usually attendthe section and he said seven. Then Imade the mistake of asking how manyare enrolled. He said there are aboutthirty students enrolled (in his section).

We waited in the hall for another fifteenminutes. No students came. As I left theTA waiting alone in his classroom, I thoughtof the haunting question of the 'sixties:`What if they gave a war and nobodycame?"

This experience led to Lesson Number4, which involves strategic flexibility: ifyou are observing regularly scheduledclasses always leave room in your plan toreschedule an observation as needed, incase a class is cancelled, or the teacher getssick, or you miss your busor all thestudents simultaneously and unwittinglycommit temporary group mortality. Hav-ing the flexibility to reschedule an obser-vation can be problematic, given the timeconstraints of the academic quarter. As afootnote to this episode, I was able toreturn to this TA's class the followingweek. There were three students presentfor half of the discussion, at which pointone of them left.

One final problem I wish to discuss hereis "reactivity." In naturalistic research, thisrefers to the effects of the researcher'spresence on the behavior to be observedwhat Labov has called "the observer'sparadox" (Labov, 1972). This issue is par-ticularly relevant, as Long has pointed out,if the observations are not covertif theobserver is not truly a participant and isnot masquerading as a participant in the

1.n6

If anything can gO wrong, it will

4Mtirphy's Law No; 3*.

classroom. Possible reactive effects of theobserver's presence in the classroom couldinvolve changes in the teacher's behavior,as in Fanselow's (1980) description of lan-guage teachers bringing carloads of pic-tures and realia to class on the day of theinspector's visit.

An example of such reactivity occurredin my pilot stvdy when I observed a non-native speaking TA in a physics lab for thefirst time. The experiment that day had todo with measuring light and observing thespectrum. The fieldnotes state:

I entered the room intending to sit nearthe windows where I could see [theTA], the students, and the blackboard.However, as I walked in, the TA said,"Oh-oh, here comes the spy." Some ofthe students looked at me. I quickly satin the first chair by the door. . . . Ismiled at the TA, hoping he was joking.I just sat at the desk and did not begin towrite or do anything that anyone wouldnotice. I just sat still for a few minutes asthe TA began to talk again. He stoppedin mid-sentence and said, "Oh-oh, youare making me nervous." I smiled againand said, "Just pretend I'm not here,please." He laughed (a bit nervously)and went on with his explanation. I satstill for a few more minutes and when itseemed that he was, in fact, ignoringme, I began to write some notes.As it turned out, the TA got back at me afew minutes later by Insisting that I tryto do the experiment. I was more than


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DICTIONARY OFTWO-WORD VERBS FORSTUDENTS OF ENGLISHEugene J. HallTwoword and threeword verbs are oftena stumbling block for students learningEnglish as a foreign language. What dothese verbs mean? Which take objectsand which do not? Which have parts thatcan be separated? When must the partsbe separated? This book answers thesequestions for several hundred of the mostcommon multiple word verbs. Each entryis followed by a definition and a codewhich shows whether the verb takes anobject and whether it is separable.Following this information. the meaningand use of each verb is further clarifiedby means of an illustrative example.128 Pages

DICTIONARY OFPREPOSITIONS FOR


Prepositions are short words of highfrequency that serve a functional purposeat the same time that they retain a variety

of mednings. This book illustrates boththe uses and the different meanings of

each preposition in English. Eachdefinition and explanation of structure Isfollowed by several Illustrative examples.

Examples are also given of commonprepositional phrases.

98 Pages

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6 TN 8/83

STANDARDIZED TESTING, READINGAND BLACK ENGLISH

May 2, 1983

To the Editor:The term "black English" is used widely in

the sociolinguistic literature to refer to a varietyof American English spoken by the majority ofblacks in urban ghettos as well as the ruralsouth. Therefore, it is a social rather than aregional dialect that differs phone-logically, syn-tactically, and lexically from "standard English."

Like all varieties of language that are sharedby large populations, black English has anunderlying system of rules which coverns itsproduction. In the view of some linguists, thequite obvious differences which exist betweenblack English and standard American Englishhave come about due to the Creole-based originof black English; it has evolved from an earlypidginization of West African dialects withslave-trade Portuguese and Britishbased Eng-lish.

In support of this view, some striking simi-larities have been found between black Englishand pidgin languages such as Jamaican Creoleand Cullah, spoken in the Georgia and SouthCarolina sea islands. Years of racial and socialisolation have served to preserve this variety ofspoken English and to insure its transferral fromgeneration to generation.

The attention given to black English by thelinguistic community has been relatively late incoming and unfortunately, little or none of theliterature has had any impact on the language-teaching profession in the,public schools. Theprevailing view has been, and is now, that blackEnglish is a sloppy, deficient version of standardEnglish. The "deficient" school of thought hasits origins largely in the writings of educat:^nalpsychologists whose work with non-standardEnglish-speaking children has led to the de-velopment of various compensatory programsdesigned, in part, to eradicate the nonstandarddialect and replace it with standard English.

On the surface, this view may seem educa-tionally sound; however, many linguists haveopenly attacked this "deficient" argument onthe grounds that it is both linguistically and culturally unsound and that it is potentially harmfulto the black child. Language and culture areintricately bound; indeed. it can be said thatlanguage is the carrier of culture. Therefore, anattack on ones language is an attack on one'sculture, i.e., one's family /Ind friends who sharethose language and cultural patterns.

During recent years a fair number of profes-sional linguists have become interested in thelanguage problems of poverty children andhave conducted field studies with public schoolteachers at the local level. Based on these con-tacts, the linguists have observed that, for themost part, language teachers are linguisticallyuninformed and are not capable of dealingeffectively with matters of dialect variation.

This linguistic naivete is seen as being partlyresponsible for a substantial body of negativeattitudes toward black English and its conco-mitant culture. In turn, it is believed that thecombination of these negative attitudes and thelack of knowledge regarding descriptive lin-guistics are directly related to the black child'slow self-concept, and perhaps most importantly,

TN 8/83

to his failure to learn to read standard English, askill upon which most of his academic successwill depend.

When large samples of black children oradults are given standardized reading tests theyconsistently score substantially lower than dowhites. Based on the evidence as I sec it, ourpublic schools fail to teach them to read. Theyfail because teachers who arc charged with thelanguage component of education are not train-ed to deal effectively with linguistic differencesthat interfere with the process of learning toread standard English.

Let me hasten to interject that I do notadvocate that the schools teach black English. Itdoes not have to be taught; it is learned at honicand in the community, and the schools havemade little or no progress in attempts to eradi-cate it.

It is the business of the public schools to teachall children to read and write standard AmericanEnglish regardless of their linguistic and culturalbackgrounds. If this is done effectively, thespoken language will. take care of itself; that is,black Americans will leans to "code-switch," alinguistic term that implies the ability to switchfrom one dialect to another as required by theparticular social situation. This will not happen,however, without welltrained, empathetic teach-ers who are capable of dealing with this singularlinguistic problem.

What I do advocate is that institutions ofhigher learning that are in the business of pre-paring language teachers (language arts, English,foreign languages, speech) for the public schoolsundertake a very critical re-examination of theircurricula. Language teachers would be muchmore effective, not only with black children,but with the school population in general iftheir preparation included more substantivecourses in descriptive, historical and social lin-guistics and perhaps fewer courses in "educa-tionese." If this were the case, I feel quitecertain that we would witness a dramatic rise instandardized test scores of black Americans.

James F. FordUniversity of ArkansasFayetteville. Arkansas

FEES FOR SERVICESRENDERED BY TESOLERS

May 28, 1983

To the Editor:While! was chairing the Research Committee

(which became an Interest Section), the issuearose as to whether TESOLers were beingunderpaid for professional services such as git -ing lectures and workshops, doing consulting,and reviewing manuscripts. I conducted a mini-survey to determine the kinds of fees TESOLersexpected to receive for various services. What Ifound from a modest sampling of 18 universityprofessors was that there was no consensus onthe topic, and that, in fact, there was a lack ofknowledge about what these fees should be.

With regard to speaking engagements, forexample, $85 was the average suggested fee for

onehour lecture (range $25-$200), $170 for atwo/three-hour lecture (range $1004300), $170for a half-day workshop (range $75-300), and$290 for a full-day wort shop ($1504450). Withrespect to consulting, the average suggestedhourly fee was $60 in the public sector (schooldistricts, government) (range $20-$75), and $100in the private sector (industry, resca.ch firms,institutes) (range $50275).

As for dealings with publishers, an averagesuggested fee for giving advice about ideas forbooks was $75 an hour (range $30-$150). Sug-

1n8

gated fees ler reading manuscripts were asfollows: a quick perusa $60 (range S25100), acareul reading $160 (range $754400). Concern-ing royalties, it was suggested -hat . show.receive on the average 11% on don.estic sales(range 7-15%) end 13 on international sales(range 5-In).

Bear in 'flint: that these figures were notexssarily what our colleagues actually receive,

but rather reflect their feelings about our pro-fessional worth. What was fascinating aboatconducting such a study was to discover thatthere exists a certain niodestv (or perhaps evennaivete) in our profession as to our professionalworth when rendering services. It is true thatmany of us are highly service-oriented, andwould put our desire to serve the communityabove monetary considerations. Yet in thesetimes when many of us arc unable to attendTESOL meetings because of a lack of funds, itseems appropriate to give more thought to thevalue of services rendered. Other professionalssuch as lawyers, physicians, and engineers cer-tainly do not hesitate to do so.

Andrew D. CohenSchool of Educationliebrew University91905 Jerusalem, Israel

Note: In a subsequent letter. June 20,1983. tar. Cohen indicatedthat uhtk the sample In the above study invoked only U.S.respondents and institutions. plans are underway to broadenthe sample and . . . to include a non.U.S. based gfatill os well."

Edttor

FURTHER CLARIFICATION ONEMPLOYMENT ISSUES

May 31,1983

To the Editor:I am sorry that my letter (TN, December

1982) so bothered Lisc Winer (TN, April 1983).Professor Winer speculates on my family

situation and projects insights into my personalcharacter traits. She further implies I am naive.insensitive, insulting. and [inIadequately awareof EFL professional problems.

Furthermore, my work situation is irrelevant,as is Profess or Winer's. flowerer, I would pointout that anyone functioning, and surviving, in abureaucratic system (as all educational institu-tions are ) has had to acquire some knowledgeo. ;ow that bureaucracy functions. To effectchange, one needs to learn the labyrinths ofbureaucracy so as to convince administrativesuperiors to cooperate bureaucracies, to myknowledge, arc not naturally cooperative.

This need was the point of my first letter. Ifthere arc prohlems in one's working situationand the person wants to change these, he or shefirst has to be willing to do basic homework. kperson needs to learn the power stmt.-uses. theoperating procedures, and the hidden lever thatwould move one's particular rock. Then. afterthese first arduous tasks, one needs to startworking on that lever. This, I thought, was mybasic message. Betterment of working conditionsonly conies through work at specific institutions,though national support could sometimes proveuseful, in the final moments, however, one isdealing with a particular administrative bodywhich has its (P.m particular concerns and pri-orities.

Professor Winer "would not like to see ourreal needs and real problems dismissed as fool-ish." If she was imply lig that that was myintent, she should read my !atter again. I wrote,If we (EFL teachers) take martyr roles, webecome fools." I still believe that. We need to

Continued on next pone

7


realize that we are not unique in our problems.Until we do, we show little understanding ofthe world we say we want to become a part of.We need to learn the requirements needed toalleviate problems. activity at AmericanUniversity last year provides a good example ofteachers who successfully undertook to createchange (see WATESOL Nt :Wetter, October1982, p. 16; TN, December, 1982, pp. 15 8c 17,The Chronicle of digher Education, November3, 1982, pp. 27-28). It is this type of action thatbrings about results, but again, this is institutionspecific.

As regards my "naive and even insulting"recommends inns on what to do in an unsatis-factory job si.uation, my comment; in the two-preceding par,graphs point out my basic ap-proach. But in those cases where change cannotbe made, for whatever reason, it would appearonly sensible to look for another Job. If peopleprefer to "hang on to what they've got," that istheir choicebut it is also all they ever willhave. One of the basic principles of successfuljob hunting is the willingness to relocate.Obviously, there might be compelling motivesto stay in a particular location, but a person isnever forced to stay. Even though a decision tomove would not come easily, it could be thebest one to make. There are also other options:further education, career switches, and so on.this happens thousands of times in other pro-`essions; should ours be an exception? To becritical of relocation as a viable solution for ahad job experience (as distinct from a pervasive,professional problem) is to ignore the reality ofthe academic marketplace and the current na-tionwide/worldwide economic situation. Per-haps even more importantly, the nature oftoday's Toffleresque society would be com-pletely overlooked.

I would also comment on the China programmentioned. I didn't want to dwell on thatparticular example, but my purpose was topoint out a clear case of "international" exploi-tation. Far be it from me to tell peop:e theyshould not participate (the program has in factexpanded into other countries), but I, for one,think it unfortunate that anyone should "ap-preciate" this situation or any other like it.Room, board, and $118 in exchange for teachingsix weeks in a summer program, paying one'sairfare, and receiving no salary cannnt by anystretch of the imagination be considered equi-table for professionals. Employment standardsshould be applied equally in all job situations inall countries. This could translate into $800 permonth in Thailand, $2,000 per month in SaudiArabia, or $1,500 per month in the United States(or whatever similar figures and countries onemight want to use). But no pay equals exploi-tation. It is simply preying upon a person'sinterest in a particular country, or worse, takingadvantage of a new teacher looking for overseasexperience which can "be parlayed into a careerspringboard back home." Whether this policyoriginated with the Chinese university or theU.S. university, it should not be condoned ordefended. And to bring in differential salariesor exchange programs when writing of thissituation is to obfuscate matters.

One final comment on Professor Winer's letteris in order. Simply repeating the same general-ized, stereotypical complaints of teachers in ourprofession gets us nowhere. The American Uni-versity staff took action, as did the teachers ofSenn High School in Chicago and their sup-porters. These, and others, are examples for us

ss

to emulate. These are examples to instruct us.These are examples that show that talking is notenough. We can look to TESOL for guidance, tocommittees Eh Sociopolitical Concerns andProfessional Standards, but it is the teachers intheir respective programs that make the realchanges in their situations. It is Professor Winer'sand my actions that determine how either ofour institutions becomes better. Rather thanspeaking in generalities we should be examiningspecific cases of poor working conditions tocome up with possible solutions. Communica-tion of the latter sort between TESOL membersis necessary to be truly productive.

Until we recognize and work through ourproblems in a manner becoming the profes-sionals we believe ourselves to be little willhappen. Fortunately, many in TESOL have

addressed and are addressing specific, identifiedproblems and results are being realized.

Tim RobinsonSt. Edward's UniversityAustin, Texas 78704

MS. WINER REPLIES

July 22,1983

To the Editor:I am happy to have Mr. Robinson's clarifica-

tions, and, of course, am in full agreementabout the need for concrete and constructiveimprovement of our situations.

Lise Winer733 DavaarOutremonte, Quebec H2V 3B3

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LINKING NOTIONAL-FUNCTIONAL SYLLABIAND CROSS-CULTURAL AWARENESS

Language education is supported andencouraged by current psycholinguistic andanthropological research. Much of this re-search points to both formal linguisticuniversals and universals of language ac-quisition. In addition, cultural universals,represented by underlying psychologicaland sociological commonalities basic tothe human condition, are now of greatinterest.

Despite this universality, newever, theconventions that relate linguistic forms totheir actual communicative effect are notuniversal. For even though it may be pos-sible to say anything in any language by aprocess of translation or circumlocution,what is permissible in the use of onelanguage may not be in another. "Peoplewho speak the same language share not somuch a grammatical competence as a com-municative competence" (Wilkins, 1976).

Following this premise, language teach-ing is no longer merely concerned withgrammatical competence but also withcommunicative competence. Concern iswith the appropriateness of communicativeacts as well as grammaticality (Hymes,1972). While communicative competencemay not necessarily be the goal of foreignlanguage education (Valdman, 1977) dueto constraints of realitygeneral educationgoals, community and school expectation,specific class goals, time, budget, and soon (Strevens, 1977)nonetheless, it is apractical goal for the teaching of Englishas a second or foreign language withinintensive language centers in the U.S.A.

Teaching for communicative compe-tence concerns itself primarily with facetsof the language that deal with:

1. the function of a message over theform

2. meaningful interaction3. fluency over accuracy4. natural discourse

Cross-cultural awareness instruction is con-cerned primarily with a student's integra-tion and adaptation to a novel communi-cative environment. Hence, it deals with:

1. natural discourse2. the functions of the language for initial

survival and coping skills3. the socio-cultural appropriateness and

acceptability of linguistic behavior4. the precision of 2. and 3. within and

according to specific and specializedlinguistic and social environments.

Grammatical/structural/behavioral or situ-ational-based syllabi do not meet the abovecriteria. Notional-functional syllabi offer acommunication-orirnted alternative.

A notional syllabus is in contrast with

either a grammatical or a situational syl-labus because it takes the desired com-municative capacity as its starting point.Language teaching can then be organizedin terms of the content rather than theform of the language.

Given the intensive and specialized na-ture of cross-cultural awareness instruction,a learner-based/experiential approach istaken. Notional-functional syllabi facilitatethis student-centered approach to languagelearning and teaching. The process of de-ciding what to teach is based on a con-sideration of what the learner most usefullyneeds to be able to communicate. Then,decisions are made about the appropriateforms for each type of communication."Idshort, the linguistic content is plannedaccording to the semantic demands of thestudent." (Wilkins, 1976)

Notional-functional ordering thus orga-nizes materials not b. syntactic laL els butby semantic notions: volition, concepts ofspaces and time, futurity, locality; and/orspeech acts: opening conversations, re-questing information, apologizing, persuad-ing, stating preferences, expressing enthu-siasm, disagreeing and so on. Hence, anemphasis is placed on notions within ameaningful or "functional" context, ratherthan on manipulation of grammatical struc-tures. The primary goal, therefore, is-userather than usage (Widdowson, 1978); thatis, the ability to use linguistic knowledgefor effective communication rather thanmere knowledge of linguistic rules.

The philosophy behind notional-function-al syllabi emphasizes the content and pur-pose of language communication. Thisphilosophy accords well with the basicpremise behind cross-cultural awarenessinstruction. In much the same way as thelinguistic content is planned according tothe semantic demands of the student, thecultural content is planned according tothe degree of socio-cultural adaptationthat the student needs to make. This de-pends a great deal on the degree of socialand psychological distance that exists be-tween the student and the target culture(Schumann, 1978). Some general culturalobjectives might be:

1. engagement and participation in con-tact experiences with various aspectsof the new culture,

2. acceptance and tolerance of novelattitudes and unfamiliar values,

3. facilitation of skills needed to dealwith conflicts, both intra-personal andinter-personal, brought about by anew environment.

Clearly, these kinds of objectives syn-chronize well with the semantic notions

1.10

by Trish DelamereFlorida State University

expressed in a notional syllabus. In a cross-cultural awareness curriculum, therefore,semantico-grammatical categories are as-sessed according to the socio-cultural-func-tional needs of the students. Lexical itemsare dependent to an extent on these needsbut also on the topics selected for attention.Instructional units are organized aroundcultural themes (Nostrand, 1973) and topicsmight include:

1. personal identification2. relations with other people3. education4. food and drink (Van Ek, 1975)5. marriage and family6. appropriate social behavior7. contemporary and controversial top-

ics8. awareness of the rights and obliga-

tions of aliens in the U.S.A.9. the conventions involved in writing

a research paper10. advertising and media (Delamere,

1981)

Finally, the correct sequencing of instruc-tion and materials is optimum in cross-cultural instruction. Cyclical progression isadvocated for notional-functional syllabi(Wilkins, 1976; Valdmam, 1977), as op-posed to linear/structural sequencing. With-in a cross-cultural awareness training pro-gram, cyclical sequencing is preferred, forthis allows receptive and repetitive ex-perience for the students, which in turnencourages the integration of categoriesand concepts by the student.

All of these factors are an integral partof a teaching philosophy which stressescommunicative competence. Thus, not onlymust the instructional syllabus allow forthese experiences, so must the methods ofinstruction. The methodology must besensitive to the psychological as well as thesocio-linguistic needs of the students (Stev-ick, 1976, 1980). Community LanguageLearning (Curran, 1972) suggests a learningenvironment, involving the modificationof traditional student-teacher roles, behav-ior, responsibility, atmosphere, motivation;in short, the entire learning environment,which lends itself well to a semantic-basedcurriculum. This type of learning/teachingenvironment secures and allows for bothreflection and investment in the learningprocess by the student. (Stevick, 1976)Similarly, techniques and activities areselected on the basis of their contributionto the communicative cause, to the groupdynamic, and to the experiential learningenvironment.

Cross-cultural awareness instruction, withits emphasis on self-awareness of all facets


9

Nelson ELTA Complete Program of Preparation and Practice for the TOEFL

BUILDING SKILLSFOR THE TOEFLCoral King and Nancy Stanley

Building Skills for the TOEFL covers allaspects of the TOEFL syllabus, and isorganised in three main sections as inthe examination:

* Listening Comprehension* Structure and Written Expression* Reading Comprehension and

Vocabulary

Building Skills for the TOEFL develops thestrategies, techniques and skillsessential for success through:

* TOEFL Tactics pages which providestudy guides, and ideas andsuggestions an how to best use thematerial

* timed TOEFL practice exercises* two completeTOEFL pro ctice testsCOURSE BOOK 0-17-555451-XTAPESCRIPT AND KEY 0-17-555453-6SET OF 4 CASSETTES 0-17-555452-8

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Practice Tests for the TOEFL developsand consolidates the skills andtechniques required by candidates farthe Test Of English as o ForeignLanguage by:



* giving exact timings far each test* providing separate answer sheets as

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Practice Testsfar the TOEFL contains fulltronscripts of all the recorded materialfar the Listening Comprehensionsections and a key giving the answers tothe practice tests, and can be used inclosS br by students working alone.

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letThe complete English programthat teaches students how touse the language and how the

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Student Texts Short, manageablelessons that balance the teaching of com-munication, grammar, reading, and writingskills, followed by consistent, thorough testsand reviews

Workbooks Immediate, follow-up prac-tice for new skills in workbook exercises thatparallel and extend each lessona resourcefor individual homework assignments

Teacher's Editions Convenient resource containing motivating teaching strategies, clear lesson objectives,grammar notes, full-size student pages with answers to exercises, extra practice activities foreach lesson, extra unittests, suggested teaching schedules, and much more ...

Cassettes Dialogues, exercises, dictations, and listening comprehension exercises from the studenttexts and workbooks help students develop confidence in speaking and listening skillsone set of cassettes foreach book

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10J. TN 8/83

TN 8/83.1 1 2

, 'I,

C.CALL FOR TOPiCS FOR

TEACHER EDUCATION I,S.AT TESOL/HOUSTON

The Teacher Education Interest Section iscalling for topics to be addressed during thetwo-hour academic session at TESOL '84 inHouston. If you have suggestions for topicswhich you would like to see addressed at thissession, send your name, address, telephonenumber, and a brief description of the topic byOctober 1 to: Richard A. Orem Department ofLEPS. Northern Illinois University, DeKalb,Illinois 60115, U.S.A. Telephone: (815) 753-1448.

SENTENCE COMBINING ENTHUSIASTSATI'EMPTING 'lO FORM

INTEREST SECTION

A rap session on sentence combining washeld at TESOL '83 in Toronto. The participantsdecided to issue a newsletter during 1983-84and, if there is sufficient primary interest, toseek recognition as an Interest Section at TESOL'84. To get on tLe mailing list, to contribute tothe newsletter, etc., contact Macey McKee,Curriculum Director, WESL Institute, WesternIllinois University, Macomb, Illinois 61455. Tele-phone: (309) 298-1107.

JAMAICAN ENGLISH INTORONTO COURT

In March 1983, a Toronto, Canada courtheard expert witness Maureen McNerney, anESL/D teacher and teacher trainer at the Uni-versity of Toronto. In question was the spokentestimonytaped and liveof two JamaicanCreole English speakers. McNerney, noting ex-amples of misunderstandings which arise easilyin such situations, explained that Jamaican Eng-lish was not simply "bad English," and thatpeople considering this testimony could be pre-judiced against the defendants because of mis-conceptions about their language. The courtruled to allow interpreters for the taped andcourtroom evidence of tfle defendants.Reprrnted From Standard Englzsh as a Second Dialect News-

letter, June 1983.

ESL YOUTH SPOTLIGHTED

The English as a Second Language YouthCommittee (YESL) of the Directions ESL Pro-gram of the Immigrant Services Society ofBritish Columbia mounted a highly successfulprogram for the Multicultural Workers' Networkat the Vancouver YMCA in June.

Over 50 people heard a panel of youngimmigrants from Poland, Vietnam, Peru andIndia tell what it was like to arrive in thiscountry under a variety of different circum-stances. This was followed by another panelof those who work with youth in Vancouver.They described their satisfactions and problemsin this very important area of community work.

Spirited respunses from the multicultuialaudience 'ncluded an evening for which thisenthusiastic YESL committee is to be congratu-lated.

Naomi Katz, Directions ESL


11

TESOL: A NON-DOMESTICPOINT OF VIEW

From Greg Larocque of TESL Ontario, anaffiliate of TESOL, comes this discussion ofTESOL in its relation to its affiliates outside theUnited States. L. Homp-Lyons

The references to TES OL as "an internationalassociation..." hate recently sparked off anawareness of the role of TESOL vis h vis itsnon-U.S. affiliates. It is from this perspectivethat the following is written. Let me say at theoutset that it was a professional high to be partof the recent TESOL convention in Toronto,and the following remarks should be seen inthat light. Also I must point out that these aremy own thoughts and are not necessarily theofficial policy of TESL Ontario. I would like toaddress two basic questions, and in the light oftheir content, to make a proposal to the TESOLmembership.

The first question is: "How is TESL Ontarionon-domestic?" To answer this adequately, onemust know something of the governmental struc-tures and mandates involved, the organizationof ESL bodies in Canada, and the kind oflanguage concerns the Ontario community has.

In the April issue of the TESOL Newsletter,much was made of the Sanibel Statement, whichsuggested a coherent, coordinated state (Florida)and national multiple language policy. In Canadasince 1967, the Canadian Federal Governmenthas had such a policyan official nationalpolicyof bilingualism (English/French) andmulti-culturalism with the extensive supportand funding such a policy entails. Moreover, amandate of the Ministry of State for Multicul-turalism is to foster and support awareness ofthe many cultural backgrounds of CanadiansInuits, Native Peoples, French, English, Italians,etc. To this bilingual end, the Federal PublicService Commission has a materials- and pro-gram-development staff of over 100 individuals,maintains a permanent teaching staff of over300 trained teachers, and allows a student-teacher ratio of 8:1. Canadians seem consciousof and sensitive to the many-cultured mosaic ofCanadian life and enjoy the multitude of heri-tages of its peoples. Every provincial or terri-torial government in Canada has programs tointegrate cultural minorities into the mainstreamof provincial life while striving to maintain theintegrity of the particular cultural heritage.

Every province in Canada has an ESL organi-zation, and all are members of TESL Canada, a3,100-member national umbrella association rep-resenting ESL concerns federally and provin-aially. (Only three of Canada's provincial as-sociations are TESOL affiliates, however.)TESL Canada has been singularly successful insensitizing government Ministers to languageneeds. In addition, TESL Canada is also veryinvolved in discussions and projects with foreigngovernmnnts (e.g., the People's Republic ofChina) as well as heritage groups (e.g., theAssociation of Indian Chiefs of Ontario). ForOntarians, TESL Canada has concerned itselfwell and directly with their needs.

Lastly, to understand our position as a non-domestic affiliate, one must look at the actualcontent of our ESL programs. Because of thehigh profile of cultural groups and their inte-gration into provincial mainstreams, each pro-vince has certain cultural considerations in its

12

approach to ESL. In trying to maintain ourindividual backgrounds, we have a certain"homeland" sensitivity; we have always beenproud to look back to our roots. We have veryclose European connections (British/French)which often come closer to meeting our languageneeds than do our U.S. links. We tend to look toBritish and French research and trends (func-tional/notional) rather than to American (socio-/psycho-linguistic and communicative).

The second question I would like to answeris: "Why is it worthwhile for someone in Ontarioto be a member of TESOL?"

The primary reasonas Alice Osman pointedout at the TESOL rap sessionis the sharing ofexpertise, knowledge, research, and personalexperience; we are professionals who can alltalk the same language, empathize with eachother's situations and help solve each other'sproblems. An element of this world-wide net-work is the availability of materials and publi-cations from around the world. There are pro-jects and programs in Ontario vA;ch can findcousins in other regions and counu-ios.

Individually we are each a part of an associ-ation of educational professionals committed toa specific goalbroadening the linguistic, cul-tural, and personal horizons of our students.

For a TESOL member in Ontario, another


TITONE OF TESOL/ITALY HEADSEARLY BILINGUAL READING PROJECT

Renzo Titone of the Department of Psychol-ogy, University of Rome, is directing a researchproject designed to look into the possible bene-fits of early reading in two languages. Thespecific purposes of this research are to deter-mine: a) the possibility and effectiveness oflearning to read simultaneously in two languagesbetween the ages of 4 and 6; b) the correlationbetween early literacy and bilingual develop-ment; c) the con elation between early biliteracyand cognitive development; and d) the cor-relation between early bilingual literacy andovercoming the cognitive and linguistic disad-vantages of immigrant children.

The children are pretested for verbal intel-ligence and to ascertain the nonexistence ofreading ability. Instruction is carried out for aminimum of one school year through the sys-tematic use of the "Early Bilingual ReadingKit," developed by Titone, which includes read-ing materials in Italian and English, French,German or Spanish. In general, the teaching isdone by kindergarten teachers, though parentscan also carry out this responsibility if compe-tent. Teachers in the project have the oppor-tunity to suggest corrections or modifications ofthe materials.

Upon the completion of instruction, the chil-dren will be tested for reading ability, intel-ligence, and bilingualism. Information will alsobe gathered by means of a questionnaire filledout by the parents and teachers of childrenintroduced to bilingual reading. For furtherinformation on this research project write toProf. Renzo Titone, Via Madesimo 22, 00135Rome, Italy.

from Reading Today International. May/June 1983

1 1 3


Andrew D. Cohen

COHEN TAKES PRIDE IN TESOL'SINTERNATIONAL GROWTH

Andrew Cohen of ISP,ATESOT. (Israel) wasappointed to the TESOL executive board to fillthe unexpired term of executive board memberPenny Larson. It was felt that Mr. Cohen wouldwell represent the interests of research, highereducation and give an additional internationalperspective. (S.:e TN, April 1983, p. 3.) Here hegives us his perceptions of the internationalaspects of his role as executive board member.

L IL-L.

As TESOL grows, so grows the number ofinternational affiliates in our organization. As ofTESOL '83 in Toronto, there were 17 affiliatesoutside the United States: six from Europe, fourfrom Latin America, three from the Far East,three from Canada, and one from the MiddleEast.

While my appointment to the TESOL ex-ecutive board may be viewed as representingboth the interests of research and of highereducation, I see my primary job for 1983-84 asthat of liaison with affiliates outside the UnitedStates. Some of my functions may include thefollowing:

1. Relaying to the TESOL executive board theconcerns of particular affiliates;

2. Promoting contact among non-U.S. affiliatesand assisting in the development of regionalnetworks of TESOL affiliates;

3. Encouraging regional meetings of affiliates;

4. Encouraging contacts between non-U.S. andU.S. affiliates;

5. Assisting affiliates in obtaining TESOL speak-ers;

6. Encouraging the formation of new non-U.S.affiliates.

I welcome correspondence from readers onthese matters. Please write to me at the follow-ingaddress: Professor Andrew D. Cohen, Schoolof Education, Hebrew University, 91905 Jeru-salem, Israel.

:INTERNATIONAL .0014 04:NeWl:fiterni for this,page,sliould ,be -`

-s f.315:141,:.HAnip.Uiini,

burgh,21 Hill Place;Edinburgh; Scotland:

TN 8/83

TEACHING THESHORT STORY TOESL STUDENTSENTERINGCOLLEGE

by Don HendersonAFS International/Intercultural Programs

Teaching the short story to ESL stu-dents can be a beneficial experience bothin terms of the student's language skillsand as a method of introducing the studentto literature in English. Unfortunately, veryfew acceptable texts are available for in-troducing ESL learners to English litera-ture,' and until a totally suitable text be-comes available, the only feasible alterna-tive is for teachers to prepare an anthologythemselves. In this way teachers can besure that vocabulary and concepts withinthe story are appropriate. The much ne-glected short story offers a wonderfulopportunity to move from the traditionalESL text into the exciting and rewardingfield of literature. Students often mea-sure their real ability in a language withbeing able to read native language litera-ture. And, as college-bound second lan-guage students have to take some form ofEnglish at the college level, studying theshort story beforehand gives them an un-derstanding of literature and some of theterminology associated with it.

The Short Story

The shoe story is distinct from otherforms of literature in English. It is shortand streamlined. It aims at a single unifiedeffect and has one plot and generally nosubplots. It has few main characters andoften covers only a short period of time.Because of these unique characteristicsand the fact that the short story is de-scended from myths and folk tales, teach-ers outside English-speaking countries canoften find similar themes in local andregional tales. This makes the relevance ofthe teaching material appropriate to thestudent. Local stories can often be used toease the student into the short story andthe short story, in turn can be used to easethe student into more complex forms ofEnglish literature.

Following is a list of short stories whichmaintain a high level of student interestand which provide all of the basic shortstory elements. Ideally, the student shouldappreciate the story for itself. However,critical appraisal requires training in liter-ary form and terms. All of the followingstories have been taught successfully toAs an introduction to relatively modern short stories. many

teachers of advanced ESL students have successfully usedTwentieth Century American Short Stories by Jean kfc Conochie (1975. Collier Macmillan). Other collections which havebeen found to be useful are Modem Short Stories in Englishedited by Robert Dixon (1975. Regents); also. Points o; View:An Anthology of Short Stories edited by J. Moffett and KennethR. McElheny (1988. New American Library) and Literature inEnglish. Book 8 in the English For Today Seriescompiled andedited by the National Council of Teachers of Eng lob (1984,McCrawHill).

advanced ESL classes and they providethought provoking themes.

"The Lottery" by Shirley Jackson"The Necklace" by G. de MaupassantThe Gift of the Magi" by 0. HenryThe Monkey's Paw" by W. W. JacobsThe Bet" by Anton Chekhov

"The Garden Party" by Katherine Mans-field and The Cask of Amontillado" byEdgar Allen Poe are more advanced butequally worthwhile stories.

Elements of the Short Story

The elements of the short story are themajor building blocks that authors use tocreate their desired effects. The four es-sential elements of the short star: are plot,conflict, characters and setting (place andtime). Authors use a different combinationof these four elements to achieve a re-markable number of different outcomes.Students will gradually understand howdifferent elements interact to create a totalfe .ing or result. Additional elements, suchas tueme, mood, style and tone are othertools authors use to magnify or createwhatever overall scary quality they areseeking.

Because of the brevity of the short story,students can see the story breakdown moreclearly (i.e., introduction, body, conclu-sion). The opening of the story, for ex-ample, generally outlines setting and tone,introduces characters and tells us the au-thor's point of view. Very early in thestory the initial incident which sparks therest of the action occurs. Once this elementhas been introduced the plot/main char-acter, develops/struggles with the conflictsto the moment of decision (climax). Afterthe climax the tension is relieved quicklyand the outcome is certain. The actionfalls (denouement) and the story ends.This is. one of the short story's majoradvantages. The impact is immediate andthe variety of results infinite. Studentsmay be better able to understand the plotstructure by observing the developmentgraphically. (see Figure below).

Once the students understand the majorelements cf the short story, they shouldbegin analysis of the ways authors use acombination of such elements to achievedifferent results.

Some Ideas on Introducing Short Stories

A. Give the story as a home assignmentor begin reading the story in class and givethe remainder for homework. This initialreading is to promote general understand-ing.

Development of Actionin a Short Story

climax

incitingspark

introduction

rising fallingaction action

_1 1 4

conclusion

B. Make use of the first few periods indoing the short story as explanation les-sons specifically on understanding plot,character, mood, theme or whatever majorpoint(s) the teacher wishes to emphasize.Ask questions designed to have the studentstake a particular approach inductively.With either approach the goal is to provideessential understanding of the story.

C. Select about 25 key words from thestory which have to be learned by thestudents. Assign half the words.

D. Give the students a copy of the wordlist (with page numbers). On the first nightafter the story has been read have thestudents find the word on the given page,circle it and find a definition of the wordwhich fits the context.

E. The next day, as a 15- minute segmentof the lesson, go over the definitions mak-ing sure the students have chosen thecorrect definition, then assign the secondhalf of the word list.

F. Use the remaining time in everyperiod to explore the major aspects of thestory. This time should include a clarifi-cation of the cultural values the writerassumes of the reader.

G. Complete the vocabulary list on thefollowing day. In the meantime studentsshould underline other words in the storywhich they don't understand. The teacherhas to allow time to explain most of thesewords since students cannot be responsibleto look up every unknown word. English-to-English dictionaries are most importantin this assignment.

H. Discussion time is flexible but isgenerally beneficial for about two periods.At the end of this time, study questionsshould be assigned.

Teaching and Testing Basic Elementsof the Short Story

Teachers can select or prepare a mediumlength paragraph which they then give tothe students. This method can be used toeither test or teach short story elements.For example, if teachers wish to teach (ortest) an author's use of irony, they canhave the students underline each word/phrase in the paragraph which is usedironically. A discussion of the selectedwords/phrases could then follow. Thissame exe.cise can be used to teach wordswhich emphasize symbolism or mood orwords which portray character, eitherthrough direct description, speech, thoughtor action.

Grammar Exercises

Grammar exercises can also be devel-oped to expand the students' appreciationand understanding of the short story, inpart and in total. In developing/teachingsuch story aspects as style or theme, forexample, the teacher could point out thefollowing: the types of adjectives usedcolorful, drab, few, etc.; types of verbsactive or passive, verb "to be" or actionpacked; sentence constructionsimple or

Continued on next pap

13

TEACHING THESHORT STORY


complex; types of words (vocabularysophistication)common or difficult; useof moralizing modifiers to "color" the au-thor's writing; and sentence lengthmak-ing understanding easy or difficult.

Story Review

A story review exercise is best used atthe end of the short story unit. The teacher

a

can draw up an exercise grid on a dittomaster (or blackboard) listing the differentauthors down the left side of the page.Then across the tor of the page, the teachercould list such categories as adjectives,verbs, sentence construction, kinds ofwords, sentence length, etc. (These cate-gories are only suggestions.) Students canfill in the grid giving examples from thestories. This type of exercise should onlybe used to assist in the overall understand-ing of the short story. Such divisions cangive the impression of compartmentalizingstory units and this should be avoided.

Teachers should take care that the studentsunderstand that these exercises are to aidin total story appreciation.

Suggested Assignments

This final exercise should incorporate allthe knowledge that the students have ac-quired from studying the short story. Suchincorporation is best accomplished by oralreports and/or written exercises. Studentscould either do a single topic for the wholeclass or assignments on individual topics.This type of approach can be very bene-ficial to individual students and can beof great help in improving overall writingstyle. For example, in describing the plot,the use of appropriate linking words suchas first, next, finally, etc. helps in organiza-tion. And, as so often happens in a secondlanguage class, there are such differencesin writing ability that the individual assign-ments can pinpoint student weaknesses,provide each writer with an adequate chal-lenge and give the teacher greater scope inteaching the story. The following is asuggested topic breakdown:

Plot: Basically this is a summary of themost essential happenings of the story andthe outline or importance of the plot shouldbe assigned to the weaker students toimprove their confidence.

Character: This should include both aphysical and psychological description aswell as other facets such as juxtapositionand contrast.

Conflict: This should analyze the strugglewhich grows out of the interplay of two ormore opposing forces in the plot.

Setting and Description: This should in-clude place, time, environment and somecomment on the author's style.

Interpretation and Meaning: This shoulddeal with symbols and contemporary ap-plicability. This is the most analyticalcategory in the assignment breakdownand is best reserved for the more advancedstudents.

The short story can provide an effectivemethod to improve student appreciationof (English) literature and can also help inimproving grammatical weaknesses. Theobjective in providing these teaching sug-gestions is to heighten the ESL student'sawareness through a medium which isboth instructive and fun. C13

About the author. Don Henderson has taught and directedESL /EFL .programs in Australia, Greece and the U.S. He iscurrently director of promotional services for AFS International/Intercultural Programs.

Further ReadingAllen, David E. and Rebecca M. Valette. (1977) Classroom

Techniques: Foreign Languages and English as a SecondLanguage. New York, Harcourt Brace Jovanovich, Inc., pp.278-280.

Gorman, Thomas P (1979) "Teaching Reading at the AdvancedLevel," M Celce-Murcia and L. McIntosh (eds.) TeachingEnglish as a Second or Foreign Language Rowley. Mu.sachusetts. Newbury House Publishers, pp. 154182.

Julius, 0. and C. Marketos, (1983) "Crowing Up in EnglishClass," English Teaching Forum, Vol. XXI, No. 2.

Norris, W (1970) "Teaching Second Language Reading at theAdvanced Level." TESOL Quarterly, Vol. 4, No I, pp. 17.35

Povey. John (1979) "The Teaching of Literature in AdvancedESL Classes," M. Celce-Mureia and I. McIntosh(op. cit.) pp182.I88.

TN 8/83

INTERNATIONALEXCHANGE


advantage is the possibility of an internationallybacked lobby group. As noted above, TESLCanada has proven to be a very effective lobbyin Ottawa and provincial capitals. One canimagine its increased effectiveness if backed bya world-wide organization.

However, this very worthwhileness bringswith it certain concerns, some of which areoutlined below:

1. What kind of financial support could a non-U.S. affiliate reasonably request?

2. What person-resources could a non-U.S. af-filiate request and receive?

3. What courseware, text or report resourcescould a non-U.S. affiliate request and receive?

4. What lobbying efforts could an affiliate out-side the U.S. request from TESOL?

5. How aware is TESOL, an "international as-sociation," of the concerns of its non-U.S.affiliates?

6. Why are decisions of an "international as-sociation" made by a set of officers whichhas two "non-domestic" members out ofthirteen?

7. Why are affiliates outside of the continentalU.S. defined in terms of the U.S., e.g., "non-domestic" vs. "domestic"?

To create a more equitable and truly inter-national organization, I would propose a threetiered organization. The first tier would be the

current system of state, provincial or regionalTESOL affiliates, e.g., CATESOL, TESL On-tario, Intermountain TESOL. The next levelwould be a system of national TESOL associa-tions composed of all the local affiliates, e.g.,TESL Canada, TESOL U.S., JALT. The thirdtier would be the reorganization of the executiveboard to include members of the second tier inan equitable way.

The realization of this proposal would re-quireat the very leastthat membership drivesbe launched by TESOL affiliates in each countryto build up each national asociation. Necessarily,part of the membership fees would have toremain in our own countries. More importantthan either of these, however, would be theneed for TESOL members everywhere to be-come aware that TESOL had truly become aninternational association, and to be conscious ofthe international role of TESOL. It requires thebasic but profound awareness that each countryshould be equal in the eyes of its peers and thateach has an important contribution to make tothe growth of inter-national awareness amongTESOL affiliates.

Greg LarocqueTESL Ontano Affiliate454 University avenueToronto, OntanoCanada MSC 1R6

A RESPONSE TO MR. LAROCQUE'SQUESTIONS

The questions that Mr. Larocque asks are notsimply or easily answered and are part of anongoing discussion among various committees,interested groups and the Executive Board ofTESOL. There are a variety of views on how

TN. 8/83

gp Now Available!14..104

%IP AN TEAL 12PACIFIC PERSPECTIVES

UN LANGUAGE

LEARNING AND TEACHINGEdited By

MARK A. CLARKE and JEAN HANDSCOMBE

I. POLICY AND PLANNINGPETER STREVENS RICHARD R. DAY ERNEST N. EMENYONU MERRILL SWAIN

WILLIAM GRADE & DENISE MAHON

II. CHALLENGING ASSUMPTIONSEARL W. STEVICK ALAN MALEY THOMAS SCOVEL H.G. WIDDOWSON

JOHN H. SCHUMANN NIC UNDERHILLIII. CONDITIONS FOR LEARNING

JUDITH LINDFORS LILY WONO FILLMORE JACOUELYN SCHACHTERJOANNE DEVINE MICHAEL H. LONG

IV. IN OR OUT OF THE CLASSROOMJEAN JOHNSTON JANICE YALDEN PHYLLIS VOCIFL, MARY LEE BRASSARD, SUSAN PARKS,

SANDRA THIBAUDEAU a JOANNA WHITE STEPHEN A. SADOW & MONICA A. MAXWELLWILLIAM A. GRAY & MARILYNNE E. GRAY JO ANN CRANDALL & ALLENE GUSS GROGNET

CATHIE JORDAN PATRICIA L CARRELL & BILL WALLACEVIRGINIA A. CHAPPEL & JUDITH RODBY FRED MARSHALL

Members $10.00 Non-Members $11.50

TESOL202 D.C. TRANSIT BUILDING GEORGETOWN UNIVERSITY

WASHINGTON, D.C. 20057 U.S.A.

OW'agigetrffrAWAOLOIL..,',,,,L, `116

some of the issues should be dealt with. Theyinvo!ve financial and professional considerationand have important implications for the futuredirections of TESOL. Some of these questionscan be answered in part by clarifying policy asit is perceived by the Executive Board of TE-SOL. The following is an attempt to do that.

John Haskell, President TESOL1. What kind of financial support could a

non-U.S. affiliate reasonably request?Non-U.S. affiliates can and have received the

same kind of financial support that U.S. affiliateshave. There has been both indirect support forspecial projects, e.g., loans for publication andfor the alleviation of temporary financial stressperiods, etc., and, when needed, di:ect supportin the form of paying the expenses of speakersto affiliate annual meetings. Almost every af-filiate has had speakers on one occasion oranother whose entire or main expenses havebeen paid wholly or partially by TESOL

2. What person-resources could a non-U.S.affiliate request and receive?

All affiliates annually receive an updated listof suggested speakers whose areas of expertiseare included on the roster. The list is not meantto limit the choice of speakers that affiliatesmight make, but rather, is truly intended as alist of suggested speakers made up of currentleadership of TESOLthe Executive Board,committee chairs, editors, and interest sectionofficers. TESOL has, in fact, responded posi-tively to requests by affiliates for other speakers.

3. What courseware, text or report resourcescould a non-U.S. affiliate request and receive?

A list of TESOL publications is availablefrom the TESOL office and, upon request, allaffiliates can receive a sample copy of thepublications. In addition, relevant TESOL re-ports are regularly sent to affiliates and interestsections. The TESOL Handbook (designed es-pecially for affiliate presidents, interest sectionand standing committee chairs) has just beenupdated and will be sent out before the end ofthe year. The On TESOL series provides, atlow cost, a sampling of each convention's papersand plenary session addresses, thus making itpossible for those members who are not able toattend conventions regularly, to have a sense ofthe significant trends in the ESL/EFL teachingfield.

4. What lobbying efforts could an affiliateoutside the U.S. request from TESOL?

TESOL's mechanism for dealing with specificquestions is through its standing committeeswhich are mandated to bring to TESOL's atten-tion the problems of our members. TESOL is,in fact, limited in that it can respond only todirect requests from affiliates on local matters.Even then its role is to make available anyprofessional information that might be relevant.TESOL has acted in the belief that all suchinformation could be useful to every affiliate atsome time or other and thus has made allinformation available to everyone. The hopehas been that each affiliate would judge therelevance of any correspondence and act on itas it saw fit.

5. How aware is TESOL, an "internationalassociation" of the concerns of its non-domesticaffiliates?

TESOL is as aware of affiliate concerns as itsaffiliates make it, and fortunately, this effortseems to be increasing. There is no other channelfor getting affiliate concerns and information toTESOL except through the affiliates themselves.TESOL has frequently expressed its concern


15

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TESOL PORTUGAL CONVENTION

TESOL Portugal (Lisbon, April 14-16 1983)provided a rousing start to its convention with agroup of young musicians called Tuna Aca-demica da Escola Secundaria Andre Couveiade Evora. Playing a variety of folk songs, theyastounded the audience with their talent andversatility, and caused the opening speakar,Rachel Belgrave (England) to be heard gravelymuttering: "How do you follow that?" whichshe nevertheless did in a paper entitled "Co-operating with the Learner."

The conveion as a whole had two mainthemes"Cooperation and Coordination in theClassroom with Special Reference to Adoles-cent Learners" and "English fur Science andTechnology with Special Reference to Engi-neering." The former attracted far more atten-tion than the latter, if audience size is to be thecriterion. ESP is relatively new in Portugal; theBritish Institute, for example, only started offer-ing special English courses at the end of last


AFFILIATE /INTEREST SECTION`PAGE

The editor of'this 'tiage is :Mary.-AnnChiiitiion, English Training center, Sno'W

Vtab. 84627. Seild'Af-filitite and Interest Sectii'M neWiletters`and idditional views items to her by the

> deadlines stated 'on page 2of, TN.

ip-


Also AvailableTeacher's Edition and cassette

13ERNARD HARTLEY & PETER VINE?

DEPARTURESThe highly acclaimed course thathas been used with tremendoussuccess in other parts of the worldis now out in an American adapta-tion. Its use of American language,American culture, and Americanhumor makes it the perfect coursefor the beginning student ofAmerican English.


.117 TN 8/83

AFFILIATE NEWSContinued from page 16

year. By contrast, sessions dealing, with generalsecondary : 1 ool English were often standing-roomonly atiairs. Interest in grammar wasstrong: papers by Wim Welsing and ToniHutchinson in this area had an estimated 500+attendees, while Mary Sprates workshop on"Grammar Work at Late Intermediate and Ad-vanced Levels" had to be repeated because ofthe heavy demand. This interest reflected thestrong practical flavor of the convention, a biaswhich was clearly appreciated by all the par-ticipants.

There was a variety of speakers, including anumber of native Engl;s1: speakers working inPortugal at the British Institute, the AntericanLanguage Institute, and International House;guest speakers Rachel Belgrave, Eddie Williams,Tom Hutchinson and John Higgins (all fromEngland) and various publishers' representatives.

TESOL Portugal was well-organized, well-attended, and clearly appreciated by all whocame. The organizers of TESOL Portugal '84must be gravely muttering: "How do you followthat?" by Tom Hutchinson. University of Lancaster

Teachers of EnglishT ESOL To Speakers of Other Languages

An international professional organization for thoseconcerned with the teaching of English as a Second or

Foreign Language, of Standard English as a Second dialect andBilingual Education and with research into language acquisition,

language theory, and language teaching pedagogy.



E iree thnnu entionda

In a region tha,cultures, TexaStates, shares a keeneducation. More recen :;0'444,

developed into a center otipa -nd*:

ethnic, multi-lingual co 4 unity has alsobecome an exciting cente for ESL andlevels of instruction.This setting provides an excellent backprogram which will include plenary sessknown speakers, papers, workshops and colloand their colleagues in related disciplines, eduexhibits and social events.

iversenitedgage

on hass multi-

uston hascation at all

PENNY LARSONAlemany Community College CenterSan FranciscoProgram Chair

for a conventiony internationally

tyiTESOL teachersI visits, material

ELLIOT JUDDUniversity of Illinois

ChicagoAssociate Chair

Non-TESOL members may obtain detailed infIrmation by writing to:TESOL 202 D.C. Transit Bldg.

Georgetown University, Washington D.C. 20057, U.S.A.Telephone 202 625-4569

TN 8/83 18

REFLECTIONS ONMY LEARNINGPROCESS DURINGA "SILENT WAY"JAPANESE WEEKEND

by Raymond V. MaherSt. and St. Hugh's School

New York City

Note: In this article, the author has expanded uponideas he originally expressed in a brief paper f or SteveShaer of Teachers College, Columbia University,upon completion of a "Silent Way" Japanese WeekendMarch 5. 7,1982.

For the past several years students in theTESOL program at Teachers College,ColumbiaUniversity, have been required to spend one"intensive weekend" of twenty hours studyingJapanese taught by an experienced "Silent Way"instructor. The following are a series of remarkson my own frustrations and triumphs during the"Japanese Weekend" in March of 1982.

When I undertook to write this report onwhat I observed of my own learning styleduring the Silent Way Weekend at TeachersCollege, I was unaware of how difficult the"confessional" nature of the task was going tomake it. While trying to observe and recordwhat I first perceived as the largely mechanicaltask of learning some new sounds and phrases, Ifound my personal insecurities and psychologicaldefense mechanisms coming to the fore at everyturn. Reviewing my several pages of privatenotes at the end of the weekend, I went on toconclude that my thoughts were too scatteredand the topic: too complex for me to handle in afew short pages. It was at that point that Irecognized the frustration I had met so manytimes during the weekend whenever I found agiven task too hard or unrealistically challenging.In every case I was able to deal with thematerial after I had relaxed and let go of thepsychological "choke." Learning not to be over-whelmed in the face of the apparently over-whelming was the most important lesson I drewfrom that weekend. It will necessarily haveimplications for my teaching as well.

Although the task of studying a foreign lan-guage was not in itself new for me, learningJapanese and monitoring my own learning pro-cess were new, and I set out just to learn asmuch Japanese gs I could in twenty hours,assuring myself that all threat had been removedsince the course was non graded and no testswere to be given. I eventually realized that Ihad inadvertently provided my own element ofthe oat in challenging myself to learn as much aspossible, i.e., to "try" as hard as I could.

DISCOVERING MY DEFENSES

My first discovery was that I tend to bedefensive when unfamiliar things are introduced,resentful that it may be too much for me tolearn at once and that the teacher is making anunrealistic demand upon me. My insecurityleads me to become frustrated easily. "I'll neverget these sounds and colors down," I thought,and later, "I'll never get these Japanese charac-ters straight!" It was only when I relaxed andgave up the quest of remembering perfectlythat I found the task within my grasp. It washard to discern whether I had relaxed because Ihad started to identify the sounds and thus feltless threatened or because I had "surrendered"to the process as the new word or structurebecame familiar through practice.


17

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Intermediate

MAKING THE MOST OF ENGLISH:An Intermediate Reading-Writing Text forESL StudentsNancy Duke S. Lay. The City College of New York

This new intermediate text develops reading and writingskills simultaneously. It offers high-interest readings in everychapter, followed by numerous and varied exercises thatencourage your students to use the language in meaningfulcontexts.1983. 345 pages, paper ISBN 0-03. 058283-0Answer Key ISBN 0-03-058284-9

Intermediate-Advanced

BETWEEN THE LINES: Reading Skills forIntermediate-Advanced Students of English as aSecond LanguageJean ZukowskFaust, Susan S. Johnston, & Clark Atkinson. all ofUniversity of Arizona

In this reader/reading skills text. upto-date articles on avariety of academic subjects including ecology, archeology,mass media. and literature are combined with over 50 typesof exercises that develop specific skills such as skimming andscanning, finding main ideas. inferencing, guessing wordmeanings, recognizing rhetorical patterns. and summarizingand outlining.1982, 320 pages. paper ISBN 0.03-059601-7Instructor's Manual ISBN 0-03. 059602-5

Advanced

AMERICAN ENGLISH RHETORIC: A Two-TrackWriting Program for Intermediate and AdvancedStudents of English as a Second Language,Third EditionRobert G. Bander, University of Southern California

Designed for advanced ESL students, this classic write-intext combines an intensive expository composition programwith the essentials of grammar. punctuation. and vocabulary.Students begin with the writing of paragraphs and progress tofull-length compositions.1982. 370 pages. paper ISBN 0.03-061066-4Instructor's Manual ISBN 0-03-061067-2

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HOLT/CASSELL'S FOUNDATIONENGLISH SERIES

This major new basic series focuses on meeting the stu-dent's own needs rather than those imposed by a syllabus. Anotional/functional component is an integral part of the series. inaddition to a sound grammatical base.

STARTING ENGLISHJoanna Gray, Jean ZukowskFaust, & Susan S. Johnston

This beginner's course combines the best features of thenotional/functional approach to language teaching with the bestof the traditional.

DISCOVERING ENGLISHJoanna Gray, Jean ZukowskFaust. & Susan S. Johnston

Forming the link between Starting English and Exploring English.this text more thoroughly explores the language introducedat the beginner's level.

EXPLORING ENGLISHMichael Thorn, Joanna Gray, Jean ZukowskFaust, &Susan S. Johnston

For lower intermediate students, this 30unit intermediatecourse contains stimulating exercises involving role-playingand practice of basic structures.


Continuing the work begun by Exploring English. this post-intermediate text uses varied and challenging readings andcommunication exercises to develop fluency in English.All volumes available September 1983.

SCENARIOBook I/Book II/Book IIIElaine Kim

This workbook-format series takes the student through thebeginning, intermediate. and advanced levels of acquiringreading and writing skills in English.

All volumes available January 1984.

How to OrderFor examination copies. please contact your local Holt. Rinehart and Winston sales representative or write on your letterhead toPatricia A. Murphree. Dept.

HOLT, RINEHART AND WINSTON PO. Box 36. Lavallette. NJ 08735Include your course title, enrollment, and text currently in use To expedite shipping. please include the ISBN (International Standard Book Number)

18

r)loreach item requested.

1 . 1 9 TN 8/83

JOBOPENINGS

Antananarivo, Madagascar. Opening in Eng-lish Teaching Program. Eligibility: native speak-er of English with M.A. in TESOL; teachingexperience preferred and knowledge of Frenchhelpful. To start as soon as possible to July 1,1984usually a 12-month contract with pos-sibility of renewal. Duties: teach adults 18-20hours per week; update and record lab materials;supervise English Club; work with secondaryEnglish teachers. Salary: equivalent of $8500per year (sufficient for one person living frugal-ly) paid in local currency; a fixed stipend of $75per month; round trip transportation from resi-dence. If married and spouse is native speakerof English, he/she has possibility of part-timeteaching employment. Two week annual vaca-tion plus all Malagasy and American holidays.Teacher will be responsible for own housing.Send resume to: Public Affairs Officer, USISAntananarivo, Department of State, Washington,D.C. 20520.

Arkansas State University. ESL instructorssought for the Intensive English Program of theSaudi Arabian Customs Project to teach inJonesboro. Openings are anticipated in October.Qualifications: M.A. in ESL with experience.Contract base is $18,000 for a 12-month appoint-ment and includes full benefits. Send resumewith supporting references to: Coordinator, In-tensive English Program, Saudi Arabian CustomsProject, P.O. Box 2410, State University, Arkan-sas 72467.

Saudi Arabia. Robert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for present and futureopenings at its programs in Riyadh and Tail.Please direct inquiries to: Robert Ventre Associ-ates, Inc., 10 Ferry Wharf, Newburyport, Mas-sachusetts 01950. Telephone: (617) 482-2250.

Systran, Inc., Beaumont, Texas, Experiencedinstructors needed in August (or later) 1983, towork on ESL training program in Beaumont,Texas. Qualifications: M.A. in TESOL essential;also, a minimum of 1.2 years ESL teachingexperience. Competitive starting salary andbenefits including comprehensive medical/den-tal group coverages. Please send resume or call:Roberta Kushen, Director of Personnel, Systran,Inc., 70 West Hubbard Street, Chicago, Illinois60610. Telephone: (312) 321-0707.

Systran, Inc., Middle East. International train-ing company is accepting applications for ESLinstructors and curriculum specialists to travelon single status and work in the Middle Eastbeginning in September, 1983. Duties: teachtechnical English and prepare lesson plans andteaching materials. Qualifications: M.A. in TESLpreferred, with B.A. in linguistics or equivalent,coupled with TEFL certification and/or a mini-mum of two years TEFL teaching experience,preferably to Middle Eastern trainees. Pleasesend resume or call: Roberta Kushen, Director*I Personnel, Systran, Inc., 70 West HubbardChicago, Ill. 60610. Telephone: (312) 321-0707.

Tokai University, Hiratusuka, japan. EFL in-structors for April and September 1984. ESL/EFL M.A. and three years' experience required.Weekly teaching load: six English classes andtwo electives. Minimum salary: $16,000 U.S., notax and other benefits. Two-year contract. Sendvita, copies of diploma (B.A. and M.A.), under-graduate and graduate transcripts, and threerecommendation letters by September for April1984 and by February for September 1984 to:Takaji Tanaka, Chairman, E.D.O.L., ForeignLanguage Center, Tokai U., 117 Kitakaname,Hiratsuka-shi, Kanagawa-ken, 259-12, Japan.

Washington State University. Assistant pro-fessor, fall 1983, to develop undergraduate andgraduate courses in bilingual science and matheducation. Ph.D. in Bilingual Education requir-ed. Qualifications: fluency in Spanish and Eng-lish; elementary or secondary teaching experi-ence in bilingual-bicultural setting; experiencein teaching science, math or computer appliedinstruction; knowledge of bilingual diagnosticassessment; and curriculum development com-petency in bilingual education. Send letters ofapplication, curriculum vita and three letters ofrecommendation to: Dr. Maria C. Ramirez,Director, Bilingual-Bicultural Education Pro-gram, Washington State University, Departmentof Education, Pullman, Washington 99164-2110.

Yarmouk University, Irbid, Jordan. The Eng-lish Department of Yarmouk University hasopenings in September for TEFL instructors.Qualifications: MA in TEFL plus overseas teach-ing experience. Teach 15 hours per week. Oneyear renewable contract, salary range ID 270-400 (appr. US dollars $750-1110) per month,furnishes housing, round trip transportationevery two years, baggage allowance, medicalcoverage. Send resume to: Dr. Youssef Tar-awneh, Language Center, Yarmouk University,Irbid, Jordan and to: Public Affairs Officer,USIS Amman, Department of State, Washing-ton, D.C. 20520.

AFFILIATE NEWS continued from page 17

BATESOL'S ANNUAL MEETINGADDRESSES KOREAN LEARNERS

On May 10, 1983 Dr. Harold Chu of CeorgeMason University addressed the membershipof the Baltimore area TESOL affiliate at itsannual business meeting. Dr. Chu's address wasentitled "Speaking Without Speaking: The Ko-rean Learner."

Election of officers for 1983-84 was also held.Installed as president was Elizabeth Cadwaladerof Baltimore County Public Schools; as firstvice president, Judy 1Vrase of Dundalk Com-munity College; as second vice president An-drew Meyer of the Community College ofBaltimore; as secretary, Susan Henning of Balti-more County Public Schools; and as treasurer,Janet Graham of the University of Maryland-Baltimore County.

by Andrew Meyer, ChairpersonPublicity Committee

REPORT ON KOREANAFFILIATE'S MEETING

The annual meeting of the Association ofEnglish Teachers of Korea was held March 23,1983. Dwight Strawn, the president of the as-sociation, gave a brief report of the past year'sactivities, including an account of his meetingswith TESOL officers during his recent trip tothe United States.

The following officers were also elected:president, Dwight Strawn, Yonsei University;vice president, Joe Cene Autry, Myongji Uni-versity; secretary, Susan Caer, Yonsei University;treasurer, William Stevenson, Songang LanguageInstitute; member-at-large, Kang Dae-chil, Yong-san Technical High School; Kim Suk-ryun con-tinues as the second member-at-large until 1984.

TN 8/83 120

SILENT WAY WEEKENDContinued from page 17

Another factor which caused frustration wasthe personal impression at times that I was notlearning anything at all, even though I wasactively engaged in the work of the lesson.Listening and then repeating phrases whosemeaning I did not know, I seemed to have noretention at all. I would practice the phrase, butwhen the teacher then pointed out what thephrase meant or when to use it, I would havealready forgotten what to say! However, with alittle practice after I had learned the meaning, Iwould retain the phrase with relative ease,having already done the work of putting thesounds together in succession. What seemed atfirst to have made no impact on my short-termmemory was indeed rccorded there and couldbe retrieved. This experience would seem toinfirm the idea that facilitycan precede aware-

.,ess, and that mere repetition can have somevalue in itself, since it can lay the foundation formeaningful language usagc. In any event, Igradually became less anxious to say I'm notlearning anything!" just because I was not im-mediately conscious of what something meant.Concerning memory, I also found that givensufficient time to think of a word or phrase thatI was asked for, I was often able to retrieve it,either by piecing it together in my mind or bytrying a series of responses until the teachernodded assent. Often my initial reaction"I've completely forgotten" proved incorrect.Again, a patient teacher and patience withmyself in coming up vith an answer wereessential, and the work of arriving at the phrasehelped to reinforce it in my memory for thenext time. Silent Way methodology is said torequire a certain trust of the teacher by thestudent. This approach also seems to lead thestudent to trust himself more as a learner; atleast, this was my experience.

LOOKING FOR APPROVALAt the start of the weekend I found myself

looking for approval from the teacher as Imoved from step to step. Even a relatively"neutral" Silent Way teacher can subtly expressapproval by calling oa some students to repeatthings more often than on others or by uncon-scious facial gestures. However, as time passed,I became less interested in constant feedbackfrom the teacher and more involved in thegroup experience. The group served as a supportwhen a new structure was being introduced, aseveryone grappled with the unfamiliar sounds.The idea that "If 1 don't get this, someone elsewill, and I on listen for a while" took sonic ofthe pressure off me as r., individual learner andenhanced the necessary relaxation process. Ona couple of occasions when I had a so-called"Ahal" experience, and a sound or meaningsuddenly "clicked:* I found myself repeating ita couple of times for the others, not so much to"show off" as to announce "Ah, I've got it!"There is also a certain sense of group satisfactionthat is exrerienced collectively as someol:e:vi:ohas been having a good deal of difficulty finallymastcrs something. I noticed that the time spentby someone else struggling with a phrase outloud was not lost for me, since I repeated thephrase inwardly myself as the person worked onit. Presumably, most of the others in the classdid likewise. This process of moving from closeteacher-dependence to group identification ap-pears to parallel the learning syndrome of thechild who moves from early parental depen-dence to peer dependence. The next step then


19


THE PROCESS OFCOMPOSITIONby joy M. Reid. 1982. Prentice-Hall, Inc., Engle-wood Cliffs, NJ 07632 (xii + 206 pp., $10.95).

Reviewed by Maryann O'BrienUniversity of Houston

The key concept of this advanced ESL writ-ing text is found in the title: it is a prom.: bywhich foreign students can learn to produce thekinds of writing they will need in their universitywork.

Because of her experience in both foreignand native-speaker writing programs, Ms. Reidhas been able to write a text that helps studentsmake the transition from the ESL writing classto the composition courses required by mostAmerican universities. Another important con-sideration of the book is that it is as useful forprospective graduate students as it is for under-graduates.

The first few chapters review basic paragraphstructure, techniques of support, and the meth-ods of development common to university writ-ing. The middle section deals with the exposi-tory and argumentative essay, and the finalsection, particularly useful for students in tech-nology and the sciences, covers advanced libraryresearch, which includes abstracting and index-ing journals, review periodicals, and biblio-graphies. There is also valuable material onhow to write summaries, abstracts, and resumes,and a chapter of grammatical explanations andexercises dealing with recurring problems instudent prose. Samples of foreign student writ-ing ranging in topics from botulism to Turkishcoffee houses, are included for their weaknessesas well as for their strengths. One section.essential for graduate students, is an exercise onthe format of American masters' theses.

The greatest strength of the text is that it doesprepare students for university writing. Straight-forward linear development and adequate sup-port of the topic arc the goals. Rhetoricaltenninology is explained and used throughout.This is not a book from which the inexperiencedteacher can easily select exercises and writingassignments, but after a semester's thoroughuse, students will write acceptable, well-organ-bed university prose.

I have used this book in manuscript for foursemesters and many students have come backto tell me how wellprepared they weretheundergraduates for their freshman compositioncourses, and the graduates for their thesis writ-ing. There can be no higher praise for a textthan that which comes from students who haveactually benefited from it.

Maryann O'Brien Is the curriculum coordinator (or the Languageand Culture Center at the University of llouston M llou stun.Texas.

lbok PivieW Editor'

aciviarcage 'unifies the role of boOkrevieuieditor in the*absrUciof Ronald &lard,.who has beeniwaided a Fulbright to Turkey.

:,"Effective Six-pestsfor guidelines slionld be sent to: Dr.'HowardSage,:Aniiriean Language Insskute;NgvYork.

<",:Univeesity;1 Wishington Square,North. Newyoric, NY 10003:

ENGLISH THROUGE POETRY

by Mary Ann Christison. 1982. Alemany Press.P.O. Box 5265, San Francisco, CA 94101.(150 pages; paperback only, $6.95.)

Reviewed by Coxless SmithUniversity of California, Berkeley

One If the magical properties of poetry is itsability to revitalize familiar words by placingthem in new contexts or slightly altering theirmeanings. In this respect ESL students arenatural poets, producing easily and inadvertentlynovelties which native-speaking poets cannotevolve because of their knowledge of the lan-guage. Some errors, which teachers are obligedto correct, are, nonetheless, highly expressive.Statements such as "We are enjoyed by auto-matic things" or simple misspellings such as"wishcraft" for "witchcraft" can be powerfullyevocative.

Many of the activities in English ThroughPoetry are designed to stimulate poetry writing,but Christison's primary goal is to promotelanguage use in general. Her book is dividedinto sections devoted to verse-related exercises,choral readings, readers theater, and a shortanthology of verse for use in the classroom.

Christison argues that poetry should be in-corporated in the ESL class because this is an"excellent way to improve reading skills, de-velop more vocabulary and nurture a love ofwords and sounds in adults and children.. .

[and it) provides a firm foundation on which tobuild more advanced language skills later on."

The book is a very useful compendium ofverse-related classroom activities most suitablefor children and adult learners at beginningstages. For example, Christison presents anonomatopoetic piece about potato chips andsuggests that the teacher distribute potato chipswith which the students could learn experi-entially the meaning of "crunching" and "munch-ing." She offers 38 such activities of greater andlesser sophistication, all of which use verse topromote language use and classroom ye. re.

Likewise, Christison's bibliography is a goodsource of further activities and places whereone can pursue topics she introduces, often in aprovocative way, her treatment of haiku forexample. Fier exercises on similes are excellent,and she gives several good fill-in-the-blank ex-ercises to stimulate students to write their ownpoems.

Actually, however, the book is misnamed. Itcould more accurately be called English ThroughVerse, for it conveys little sense of the specialpower of poetic discourse to provide access to aworld of knowledge otherwise unavailable. ToChristison, poetry is (apparently) distinguishedby its typographical arrangement on the page,its use of similes and certain units of composition,such as haiku or couplets, and its existence as anarena in which to consider thoughts and feelingsin more meditative ways than expository writingallows.

All these are certainly elements of poetry, butif they were the substance of it, we mightwonder why poetry has been so important tothe human spirit for thousands of years. Christi-son's selections for her short anthology makemost obvious the limitations of her approach.Most of the poems are doggerel, such as "Ig-nore dull days; forget the showers; keep countof only shining hours." Only two poems, The

121

Road Not Taken" by Robert Frost and "This IsJust to Say" by William Carlos Williams, havesufficient magnitude to be considered greatpoems: they evoke and address significant andprofound thoughts and emotions.

Even Christison's shortcomings are usefulthough, for they point out directions others maytake. She has illuminated more clearly the taskof those who want to present their advancedstudents more serious works of literatute. Notonly is the need for a better anthology apparent,but we are also led to consider pedagogicalstrategies for opening the great literary texts inEnglish to nonnative speakers. If doggerel pro-motes love for the language, surely masterpieces,the "best that has been thought and said," canalso be accessible and have even greater effect.

from CATESOL NEWS. tOeccmher 1982.

C.orless Smith is an associate in English as a Second Language atthe Unis may of California Berkeley.

LISTENING CONTOURS:A COURSE INCONTROLLEDLISTENING FORSTUDENTS OFENGLISH (2nd ed.)by Michael A. Rost. 1981. Lingual house, Box3537, Tucson, Arizona 85722; also LingualHouse, Cherry Heights 203, 1.17 -26 Shoan,Suginamiku, Tokyo, Japan (Workbook, 107pp., $5.50; set of three cassettes, $29.50).

ficviewed by Robert F. viz TriesteRutgers University

As one of those fanatic ESL teachers who isalways searching for just the right materials,which usually means books, I have exami:dmany texts. As part of my examination process,I have become an avid reader of introductions.That I discovered many times is that one canoften tell a book by its introduction. For ex-ample, the opening paragraph of the one-pageintroduction to Listening Contours states that"each lesson is based on an extended listeningpassage' and the central aim of the text is tointroduce students to extended listening inEnglish and to make this introduction a suc-cessful one" (p. iv). Yet halfway down the verysame page we are informed that "each talk istwo to four minutes long." I cannot imaginehow anyone could call a two to four minute talkan "extended listening passage." Whenever I encounter contradictions of this sort in an intro-duction, I become rather cautious while ex-amining the remainder of the text and materials.With Listening Contours any skepticism increas-ed with each talk.

First, students are instructed to "listen andwrite a short definition for each item" in the"pre-listening" vocabulary list. Thins, the vo-cabulary in essence becomes part of the listeningcomprehension task. This might be justifiableand useful, but I found that I had difficultycopying one oral definition before the next onestarted. I have no doubt that the "high beginningand low intermediate students" for whom thesematerials were supposedly designed would havetremendous difficulty with the (Jai preseutation


VOCATIONAL EDUCATION PROGRAM FOR LEP STUDENTSLF,P (Limited English Proficient) students

are finishing their second year of vocationaleducation training at Senn High School, a Chi-cago public school. Senn's LEP students comefrom 24 different language backgrounds; thelargest ethnic groups speak Assyrian, Spanish,Lao, Hmong, Cantonese, Cambodian and Viet-namese.

The Senn Vocation^1 Education Program forLEP students offers seen courses: typing, prac-tical recordkeeping, sewing, tailoring, healthscience occupations, building maintenancemechanics and drafting. Classes in commercialphotography, introduction to occupation infor-mation, and career clothiag will be added inSeptember, 1983. With the addition of theseclasses, approximately 250 students will be en-rolled in the program.

The classes in this program are taught bymonolingual English mainstream teachers whoarc assisted by bilingual teacher aides. Theteachers have been specially trained (including

an in-service period) in the methods, techniquesand sequencing of Vocational English as aSecond Language (VESL). The teacher aideshave been similarly trained so that they canhelp in the classroom with translations andprovide individual tutoring to students. Sincethe teacher aides are of the same cultural andlinguistic backgrounds as the LEP students, andsince they have managed to become accultu-rated to American society, they arc an especiallyvaluable part of the program.

The textual materials used in these VESLclasses present the same concepts, informationand facts as those used in classes for nativeEnglish speakers. However, the materiaL have beenadapted to a level of VESL consistent with 1)the LEP students' instructional reading level,and 2) with the sequencing of ESL instructionas determixtd by the Bureau of Language Artsof the Chicago Board of Education. To assureadequate coverage of content areas 11: textmaterials have been adapted by VESL, consul-

LISTENING CONTOURSContinued from page 20

of the "pre-listening" vocabulary unless thetape were played several times. Another prob-lem with the vocabulary section of each talk isthat many of the definitions are vague. Forexample, in Talk 4 chest is defined as "thefront, the upper part of the body." A studentwho did not know what the word chest referredto would only have a slightly better idea withthis definition. Some definitions present a contradiction. For example, in Talk 7 disc is definedas "a thin, flat, round plate." However, thepicture of the discs in a combination lock on thenext page shows discs which are semicircular,not round. Also, there is at least one instance ofnew vocabulary being used to define a wordbefore the new vocabulary has been defined.For example, in Talk 6 scout is defined as "themiddle part of your body, the part of the bodyabove the hips." This definition precedes thestrange definition of hips as "the bones thatform a half circle at the top of your legs."Although the above mentioned defects arebound to cause problems for learners, I wasmore disturbed to discover that the authorapparently made no attempt to reintroduce andreinforce new vocabulary. It seems to me thatone of the primary aims of any material design-ed for "high beginning and low intermediatestudents" should be reinforcement of newvocabulary.

Another problem with these materials is thatmany of the talks present too much new in-formation too rapidly. Listening to and, asinstructed, taking notes on talks like ''The An-cient Chinese Calendar reminded me of mywife's frantic attempts to copy recipes fromthose television chefs who reduce three hours ofpreparation and cooking into three minutes. Idon't think that she ever got a complete recipe.The problem is not only the speed of thepresentation. With some of the talks, the prob-lem is that too much of the information isprobably new and too much of the vocabularywould probably be new for high beginning andlow intermediate students. Since there is nopractice with new vocabulary beforeor, forthat matter, afterthe talks, I am sure thatstudents at the high beginning and low inter-

TN 8/83

mediate levels would find, especially with talkson unfamiliar topics, that they had to relyheavily on short term memory. And, in spite ofthe author's claim in the introduction that thetalks are controlled for structure, I could detectno such control.

Lastly, I found that many of the compre-hension questions were poorly prepared. Somemust be answered using the "pre-listening vo-cabulary." Some questions can be answeredsimply by looking at the accompanying pictures,the vocabulary list, the title of the talk, or fromthe other questions. For example, after the Talkentitled "A Rock in the Road" the first twoquestions are. "What rolled down from themountain?" and 'Where did the rock stop?"There is even one talk (Talk 10) where not onlycan one answer all the comprehension questionswithout listening to the talk, but almost everyquestion is answered in the following question.The questions are: 1) ''What is 73 times 2? 2)What is 146 p!us 5? 3) What is 151 multiplied by50? 4) Add these two numbers. 7576 plus 365.5)Subtract 615 from 7941."

There is undoubtedly a real need for listeningmaterials for ESL students at the beginning andlow intermediate levels, However, I believethat materials for these levels must be morecarefully prepared than materials for high intermediate and advanced level students sincebeginning level and low intermediate level stu-dents are still struggling with new vocabulary,new structures, a new morphological system, anew phonological system, the written vs. spokenlanguage dichotomy, and English rhetoricelstyles. So, if a third edition of Listening Contoursis published, I hope that it is prepared morecarefully than the second edition seas. In themeantime, I will continue my search for ap-propriatc listening materials for my beginningand low intermediate level students.

Rohm Y Van Trieste teaches ESI. at the Newark, Nem terse)campus of Rutgers Olivet-111r and k working on his IM, t) atNew York Link ersity.

Conection: In the June TN Book Reviewsection, the APA was incorrectly identi-fied as the American Publishers Associa-tion in the review of Research Writing. Itis, of course, the American PsychologicalAssociation. Apologies to the reviewer,Macey Blackburn McKee! Editor

122

tents working with classroom teachers. In theadaptation of these materials it was necessary torecognize two levels of VESL: one which utilizessimple stepby-step directions and manyillustrations (sewing, tailoring, building main-tenance mechanics and drafting) and one whichrequires a greater howledge of English (prac-tical recordkeeping, health science occupationani typing).

All textual materials sake into considerationthe fact that three categories of students sit invocational education classes and that no oneknows for sure just which category each studentfits into. Materials must address the needs ofstudents who will be seeking jubs immediatelyupon high sellaol graduation white they serve asreadiness for students who enter craft, skill andtechnical programs in junior colleges and tech-..ical schools. Vocational education classes m -stalso serve as career awareness in identifyingchoices i`or students who will seek professionaltraining.

How did the LEP Vocational Program atSenn High School come about? For severalyears prior to the opening of the program, threeindividuals Marlene Solomon, coordinator ofthe Multilingual Department; Mariam Lykkc,coordinator of the TESOL Program and AliceEsaki, long-time community resident and Sennstaff member felt that Senn was not suffi-ciently meeting LEP student needs because itwas not providing students with job and careerinformation or helping them prepare for workafter graduation from high school. Therefore,whenever possible, the three attended all voca-tional education conferences and workshopsthat were presented in the Chicago area.

In the spring of 1981, Dr. Paul Viso, directorof the Department of Vocational Education ofthe Chicago Board of Education, gave SennHigh School the opportunity to apply for $5,0..3seed money from State Vocational Funds. Aproposal was submitted and the money award-ed for that summer. Professional advice andcounseling came from Jeanne Lopez. Valdez,assistant director of the Bilingual EducationService Center in Arlington Heights and fromMarjorie Peco of Dr. Vivo 's office. They helpedto define Senn's first needs as writing textualmaterial for the two vocational education classesthat were to open in the fall. sewing and practicalrecord keeping. The t,..cliers of dime classes,working with VESL consultants, prepared thematerials under the supervirion of Alice Esak:and Mariam Lykkc.

After receiving notice that Senn would re-ceive the $5.000 seed money, Mrs. Solomon,Ms. Lykkc, and Mrs. Esaki, aided by Ms. Mar-sha Santelli, the Diszriet Two bilingual cool di-nator, wrote a proposal for Title VII Fundsdescribing in detail why Senn High Schoolneeded special funds to help meet the needs ofits unique school population. It was obviousthat vocational education materials would haveto be developed in English and that meantdetermining levels of VESL, 2) finding andtraining consultants (throng!' in-service training)who could write within those structures. 3) inservice training the vocational education teachersin VESL, 4) hiring and in-service training foreignlanguage speaking teacher aides.

Senn High School was blessed with Title VIIfunding, and Alice Esaki assumed the responsi-bility of coordinating all the services into aviable, efficient program. Senn High is nowfinishing its second year of vocational educationfor LEP students. This is only the beginning!

21

MURPHY'S LAW . . .


slightly nervous about that arrangementsince he had told the students at the be-ginning of the experiment, "This is a killermachine. It has qUite high voltage so becareful." Of course, while I was looking atthe spectrum with the killer machine, mynote-taking was inhibited more than just alittle. This didn't matter too much though,because after explaining the experimentalpro( -dure to the class, the TA had closedthe door and turned out the lights so thestudents could make the necessary mea-surements without any stray light in theroom.

This experience led me to two morecaveats. Lesson Number 5: Always planfree time immediately after an observationso you can write your fieldnotes if youaren't able to record them during theactual observation for any reason (e.g., thelights go out, your pen runs out of ink,your chronic writer's cramp suddenly be-comes acute, etc.). Even if you do takenotes during the events, the human handcan't write as fast as life happens in class-rooms. Scheduling a free hour immediatelyafter an observation will :enable you to"enrich" your notesto add to them andclarify them while the memory of theexperience is still fresh in your mind. Thispo'it-obserVation period, will also allowtime to talk with the,sitlijecti.

Lesson Number 6 bring us back to theissues of reactivity and sampling: alwaysarrange a big enough subject pool that youcan re-sample from among the possiblesubjects if your presence seems to affectsomeone's behavior noticeably and alwaysallow enough time for your subjects tobecome comfortable with your presencebefore you try to collect data on theirbehavior. In the example cited above, Ihad introduced myself to the TA only afew hours before this ill-fated observation.

Of course, teachers are not the only oneswho are likely to react to an observer'spresence in a classroom-centered researchproject. Depending on what the studentshave been told about the research, howthey feel toward the teacher and the course,their level of confidence, etc., they may ormay not be disturbed by an outsider in theclassroom. Although note-taking is fairlyunobtrusive in most classrooms, nonpar-ticipant observers (especially those withtape recorders) are usually recognizable,and the presence of such an observer mayengender in students reactions ranging fromcuriosity to open hOstioty.

The following illustration is taken fromthe tape recording and the fieldnotes ofmy first observation of a math course ondifferential equations. I sat in the back ofthe room taking notes and holding themicrophone on my desk, with the taperecorder on the floor beside me. A youngman entered the room after the lesson hadbeguri and _sat two seats to My-right. He

s +

glanced over and saw that I was taperecording, so he moved one seat closer,bent over and said, "Hi!" directly into themicrophone. He asked me what I wasdoing and I whispered that it was mydissertation research. I continued to takenotes on what the TA was saying. Thestudent said, "Must be `sosh'!" (i.e., soci-ology). I whispered, "Applied Linguistics,"and kept taking notes. I didn't look at thestudent. I wished he would go away or atleast leave me alone. I had already modi-fied my note-taking behavior somewhatbecause he was reading what I was writing.A few minutes later as I rubbed my wristfor a moment the student asked me, "What'sthe matter?" Oh, the power of the inter-rogative! Ths proper response would havebeen to say "Nothing" or to say nothing orto shake my head with a bored expression.Instead I whispered that I had writer'scramp. He said, "Poor babyaww!" Ibegan to dislike this person intenselynotexactly an objective attitude for a research-er to take.

More wisecracks followed, even thoughthe student managed to keep up with thelesson and interact appropriately with theTA. At one point the student took themicrophone out of my hand to look at it.He said, "Your hands are cold," and beganto rub my hand. I thought. maybe I hadmanaged to sit next to an unstable youngman who had spent too many lonely nightsin the Computer Center, so I tactfully


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DIAGNOSTIC TESTSContinued from page 3

2. I will see you _ six o'clock.A. atB. onC. to

3. These (two books large)A

(two large books)B

(large two books) z. , oldC

You may use more than one type of ques-tion in the same test; just be certain thatthe students understand what they shoulddo and that the same answering system isused for all questions (A, B, C; or a, b, c; or1, 2, 3).

Writing the sentences takes time, but itis not an impossible task. Keep a fewmaxims in mind:

1. Use the simplest possible vocabulary.Test knowledge of structure, not mean-ing.

2. Be sure that each sentence tests onlyone structure. The possible answers mustnot introduce problems with number,gender, and/or tense. Test each areaseparately.

3. Make one answer clearly right and theothers clearly wrong; however, the dis-tractors (wrong answers) should includeerrors the students often make or bevery close to the correct answer.

4. Write as many sentences as needed totest each construction you want to ana-lyze. Eliminate some if your test is toolong. I use 6, 12, or 18 sentences foreach part of a 150-item test.

5. Write each sentence on a 3 x 5 card, andlabel the area it tests. Keep these areasin separate packs until you have writtenall the sentences and are ready to as-semble the test.

What I have suggested thus far couldapply to any test. What converts theseitems into a diagnostic instrument istheir arrangement so that the answersreveal the student's strengths and weak-nesses. The answer sheet is the key.

To construct the answer sheet and toarrange the sentences, divide the totalnumber of sentences you have writteninto a suitable combination of columnsand rows to fit on one sheet of paper: 5columns of 10 rows for 50 questions, 5columns of 20 for 100 questions, 6 col-umns of 25 for 150, etc. Then numberthe paper vertically, down the columns.

Now, working horizontally, dividethe rows into groups, according to thearea being tested and the number ofsentences you have written for eacharea. For instance, rows 1 and 2 mighttest nouns; rows 3, 4, and 5, pronouns;and rows 6 and 7, verbs:

(See Figure No. 1.)

Figure No. 1

NOUNS 1

22122

4142

6162

8182

3 23 43 63 83PRONOUNS 4 24 44 64 84

5 25 45 65 85

6 26 46 66 86VERBS 7 27 47 67 87

etc. etc. etc. etc. etc.Then assign a number from the correctgroup of rows to each sentence, and writethat number on the 3 x 5 card.

When you have numbered all the sen-tences, arrange the cards in numericalorder and type the sentences, without thestructure labels. With this arrangement ofthe questions, the students will be lessaware of the specific language areas beingtested, but you will be able to use theresults. You can also make alternate formsof the test by rearranging the sentences ina set of rows and retyping.

To diagnose each student's abilities, pro-vide a numbered answer sheet, arrangedin the same columns and rows that youused to number the sentences. You mayask the students to mark their answers inany way you choose: by circling, Xing, orsupplying the correct answer. (See FigureNo. 2.)

Diagnosing of Test ResultsIn order to minimize the effects of guess-

ing, calculate the score by subtracting one-half the incorrect answers from the correctones. Ignore those which were omitted.This will give a general score to comparewith the scores of the other students in theclass and to help in placement. After youhave used your test for several semesters,you will know what score is needed foreach level you teach. Then placement willbe easier.

To diagnose the problems of each stu-dent, you must determine the percent cor-rect in each set of rows, this time includingthe omitted items as incorrect answers.For example, from the illustration givenpreviously, the percent correct in rows 3,

Figure No. 2

1. a 0 c2. a b 03. Oa b c

21. a22. a23. a

4, and 5 would show how well the studentrecognized col rect pronoun usage.

After calculating all the percentages, listthe areas for each student in ascendingorder with the lowest percent correct num-ber 1. This ranking of problem areas canthen be reported to the student, with orwithout the exact percent correct. In orderto discourage comparison with other stu-dents and to encourage concentration onindividual problems, I report only theranking of areas and the approximate per-cent correct (less than 50%, 51-80%, 81-90%).I never report the overall see. .

Using the Test ResHaving diagnosed the languaba problems

of the individuals in your class, you canuse the results to design treatment. Forinstance, if you discover that a number ofstudents have the same problem, you canprovide class instruction to correct thedeficiency. Or you can assign extra drillsor review exercises for the entire class.

For individual students make speciallaboratory or homework assignments. Andif tutors are available, they can use diag-nosis as a basis for individualized instruc-tion.

Another important use of the test resultsis to enable the teacher to evaluate im-provement by retesting with the same testor an alternate form at periodic intervalsor at the end of the course. Simply subtractthe ending score from the beginning scoreto determine improvement. Then comparethe improvement scores of all the membersof the class to establish part or all of thegrade. By making improvement an impor-tant part of the grade, the teacher willencourage the slower student who improvesbut is still weak.

After you have used a diagnostic test,especially one that tests what you want toknow because you wrote it yourself, youwill wonder how you ever taught withoutit. You will soon discover that treatment ismuch easier if you have first diagnosed theproblem.

Joan F. Tribble, Associate Professor of English atJefferson Community College, presented this paper atthe Central States Conference on the Teaching ofForeign Languages, Louisville, Kentucky, April 23,1982.

b c 41. a b c 61. a b c 81. a b cb c 42. a b c 62. a b c 82. a b cb c 43. a b

orc 63. a b c 83. a b c

_ _ 41. _ _ _ 61. _ _ _ 81. _ _ _B C A B C A B C A B C_ _ 42. _ _ _ 62. _ _ _ 82. _ _ -__B C A B C A B C A B C_ _ 43. _ _ _ 63. _ _ _ 83. _ _ _B C A B

orC A B C A B C

41. 61. 8142. 62. 8243. 63. 83

1. _ X _ 21. _A B C A

2. _ _ 24. 22. _A B C A

3.L _ _ 23. _A B C A

1. _a__ 21.2. __Z____ 22.3. 1 23.

.1 24



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ODE TO THREEJOHNS

also known as

THE TESOLWIDOWERS*

by Dorothy Wooding LhmanUniversity of Delaware

Call it a festival;, party or jamboree,We're here to honor the valiant Johns three.From Lancaster County, there came John B.From the Maryland vineyard, there is John K.And from the Big Apple, behold John Gex [gey].These three men with logic and brainSliderules and c.:lculus as engineers did train.With the future so bright and life in strideEach, in time did take a bride.Was there no voice within their hearts,That warned against marrying a girl in the arts?

The children came and life was confusedBut still, as husbands, they weren't abused

(much)As time went on, a villain? crept in.They should have known then, they couldn't

win.

To their doors, the strangers began to come,Most of them speaking a foreign tongue."Our human duty," the wives insist, "is to teach

the strangers to speak English.""For money, of course," the three Johns did say."But, dears, they need us and can't always pay.""Dinner tonight, I'm sure you don't mind.I have a class, eat what you can find."

Classes, projects, workshops and allLet's give it a name and call it TESOL!Yetwith patience and humor, you've stoodBy the sides of those women you took long ago

for your bridesSotonightit's for youEat, drink and be gay (merry)Our dear husbandsJohn Kenneth, John

Blanck, and John Gex.

Dorothy Wooding Lehman from the Writing Cen-ter, The University of Delaware, wrote this poemwhile riding in the backseat of a car enroute toManheim, Pennsylvania, February 25, 1983. Her hus-band, John Kenneth, was driving and talking to hisfriend, John Cex, from New York. Judy Gex sharedthe backseat and marveled that Dorothy could keepup with the conversation, talk to her teenagers and getthis poem written in time for it to be presented to ourhusbands and John Blanck at a dinner prepared byCarol Blanck that evening.

The occasion was the first meeting of all three of thehusbands. The three ESL teachers compared notesand attended a meeting of LOSBESOL, February 28.As you can see from John Blanck's response to theweekend, the husbands may have done somethingrevolutionary with the time they were together. Doesthis strike a familiar chord?

REFLECTIONSContinued from page 19

would be for the learner to become completelyindependent fully adult. I cannot say that Ientered this third phase to any great extentduring the "Japanese Weekend," although I didfind myself trying to recall words and phrasesduring the following days just for my ownsatisfaction. Perhaps that could be considered astep in that direction!

A few times in the course of the weekend Icomplained of having too much to remember atonce (the infamous "cognitive overload"). Forexample, at the end of Saturday's session, I

c..

the 11118 eche/lbby John L Blanck

T'were four tired bodies left Manheim Sunday;Minds also were empty ?5.' after a fray.

For during the weekend, the "ESL," it flewLike from a fan or geese in the blue.

Three men tried vainly to add logic to the game,But were initially no match for those three of TESOL fame.

Adding rational thinking was irrelevant we learned,For noble men's logic was totally spurned.

The engineers three, ones Gex, Blanck and Lehman,Were at first worn down by this ESL mayhem,

But although through the Arts we engineers did not go,Cex, Blanck and Lehman are no learners slow.

"Au contraire," said we as an anschluss we formed,To battle the "ESLs" (they should have been warned).

A Bill Buckley book is all that we needTo flower eloquently as Dody did, indeed,

When she wrote her ode that cold winter's nightTo three Johns she gave sympathy in view of their plight.

But back to the weekend and the tales that we heard;"Feed the class," "Drive the soccer team," (my phone bill's absurd).

On and on we heard tales of irrationa! behaviorFrom these mates of ours (Boy, it's good we're their savior!).

The funding is cut, but that doesn't matter;We'll teach for nothing (just like the Mad Hatter).

A conference in Canada, a Round-Table at Georgetown,A workshop in PA make engineers frown.

But momentum is there as the "ESL's" pitch raises,They love academia and no one cost phases.

Much like the salesmen's logic, "ESLs" train without reason,Regardless of cost, location or season.

Soon training-related info began to hum,And alas, we were reminded we each married an academic bum.

Now this poem has meandered both yon and hither,Much lice the careers of these "ESL" birds of a "fither."

The results of the weekend for the engineers threeWas the establishment of a group, totally free.

A TESOL widowers' support group, suffice it to say,Was formed last weekend by Blanck, Lehman and Gex.

When an irrational move is made by a mate,Regardless of where or when or how late,

The "widower" most in need of our helpNeed only to call or to holler or yelp.

A response will forth come, you can certainly say,From a fellow-widower, Blanck, Lehman or Gex.

February 28, 1983

(We lose a nickel for each one we sell, but we'll make it up on volume.)

virtually fled from the room, in lock-step withmany others, and did not even want to thinkabout Japanese for the rest of the evening, and Iseemed to remember very little. However, atbreakfast the next morning I found myselfrepeating certain words and phrases over in mymind. "Sleeping on the matter" did seem tohelp. I conclude from this that my saturationpoint is probably more related to physical fa-tigue than to information overload. In "tryingto remember so many new things at once," it isnot so much the "so many new things" as it isthe "trying to remember" that causes frustration.The next morning, when I was not trying at all,the words and phrases were there.

As the weekend got under way, it took melittle time to categorize myself as an "averagelearner," simply because I seem :d to be pickingthings up more slowly than some and morequickly than others. This tendency to be judg-mental in such matters stems in part from myexperience as a teacher, and I must admit that

in the long run (after the twenty hours) itproved to be a pretty meaningless observation.The final outcome was that I had learned a littlechunk of Japanese (maybe even "as much as Icould lean: in twenty hours") and whether itwas more or less than anyone else had learnedwas of little consequence. This last reflectionhas more implications for me as a teacher thanas a learner. How many times in judging astudent as "average" after working with him orher for a limited amount of time do I thendefine my expectations of that student as "aver-age" and communicate this judgment in waysthat I am not even aware of? This problemplagues any conscientious teacher from time totime, but if in due course we succeed in makingtruly independent learners of our students, theproblem will cease to have any relevance to thesituation.About the author: Ray mond Maher is the chairperson of theForeign Language Department ai 3t Hildis and St Ilugh'sSchool in New York City. hiss background experience includesteaching EFL in France,

.1 26 25

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USING INFORMATIVEFEEDBACK MESSAGESIN CALL COURSEWARE

by Carol Chapelle and Joan JamiesonUniversity of Illinois at Urbana-Champaign

As familiarity with computer-assisted languagelearning (CALL) increases, lesson designers areenvisioning a spectrum of possibilities for ESLcourseware from vocabulary games to struc-ture oriented tutorials, reading lessons, listeninglessons, and simulations. Yet because visionoften exceeds the current technical experienceof ESL teachers who are writing courseware, pro-bably the most common CALL lesson type forESL today is controlled context grammar exer-cises. These exercises can take a variety offorms such as multiple choice, matching, true/false, fillin-the-blank and sentence writing. Al-though feedback messages are important in allof these contexts, in this article the focus will beon fill-in exercises. Concentration will be on theuse of simple linguistic analysis and error antici-pation in order to provide students with mean-ingful feedback messages when they producewrong answers.

Feedback in the early days of CALL meanttelling the student whether his answer was rightor wrong, or simply giving him the right answer(Anderson et al. 1971 and Sassenrath 1975). Thisis done by having the computer compare astudent's answer to the correct answer. Whenthe student's answer is correct, a simple "ok" isgiven for feedback. However, when the studentproducts a wrong answer, "this immediate feed-back is valuable only if some remedial stepsdesigned to prevent the recurrence of the error (s)are available" (Marty and Meyers 1975:133).

In the literature, it is apparent that there is alack of appropriate feedback in courseware.Describing lesson design, Dennis (1979:9) wrote"in a truly interactive instructional environment,more than just knowledge of . . . incorrectnessis appropriate." Nelson et al. (1976) stated that aproblem with CALL language lessons is thatthey don't help the student understand what hehas done wrong or how he can fix it. Furtheramplification on this shortcoming comes fromHart (1981:17) who wrote that language programsfrequently cannot ''diagnose the reasons forerrors and so give inadequate or misleadingfeedback or none at all . . . These deficiencies. . . are virtually universal to computer-basedlanguage instruction." This problem can be


TN 8/83

ON LINEContinued from page 26

addressed by more fully utilizing the capabilitiesof the computer as a teaching device.

More extensive use of the computer's capabil-ities will allow the designer to go beyond simplymatching the student's answer to the correctanswer. More "intelligent" answer judging notonly distinguishes between correct and incorrectresponses, but it can also recognize to someextent what is wrong with them. Intelligentanswer judging has been accomplished by somethrough ihe use of pattern matching algorithms(Tencza: Ind Golden 1972) and artificial intel-ligence approaches (Cerri and Brueker 1981,Markosian and Ager 1983). However, for theESL teacher who is developing CALL materials,perhaps the greatest promise lies in what Pusak(1983:62) calls "error anticipation" where thecomputer program contains a grammar foritiborrect forms "the authors could anticipate asequence of likely errors by rule . .. Each incor-rect form present in the student answer andeach correct segment missing from the answercould be linked to a standard message error."Linguistic analysis of the target structure is thefirst step in writing this type of answer judgingroutine.

In order to exemplify what is meant by"linguistic analysis" in this context, the logic ofan answer judging portion of an exercise on thepast tense will be outlined. The exercise requiresa student to type in the correct past tense formof a given verb in an affirmative statement. Thecomputer then judges the answer right or wrongand, if it is wrong in a predictable way, giveshim some informative feedback. The develop-ment of the answer judging portion of thisexercise would consist of two stages of analysis.First, the verbs to be used in the exercise mustbe classified according to the characteristicsthat they have in common. After the verbs havebeen grouped, ESL teachers can make intelligentguesses about the kinds of errors their studentsmight make on each verb type. An analysis ofpast tense verbs and possible student errorsmight take this form:

Example of Example ofType Past Student Error

1

2345

arrived arriveedslipped slipedstudied studyedlooked lookkedate eated

For each type of verb, an appropriate feedbackmessage can then be put into the program andgiven to the student if he makes one of thepredicted errors.

After completion of this first stage, the dataand routines needed to process the student'sanswer can be determined. For the past tenseexample, this information would be the simplepresent form of the verb, its type, and for Type5 verbs, the irregular past tense form. From thisinformation, the program can then determinewhether the student has typed in the correctanswer, an anticipated wrong answer or anunrecognizable answer. The logic of a routinethat would do this kind of answer judging isrepresented below.

BEGIN ANSWER JUDGING.

STEP 1:DOES STUDENT ANSWER = CORRECTANSWER?

If yes then give message: "Right" and go toEND.

If no then go to STEP 2.

TN 8/83

STEP 2:DO THE LAST TWO LETTERS OFSTUDENT ANSWER = 'EDT

If yes then:If Type = 5 then print This is not aregular verb."If Type 0 5 then go to STEP 3

If no then:If Type 0 5 then print The past formmust end in 'ed.' "If Type = 5 then go to STEP 6.

STEP 3:DO THE TWO LETTERS BEFORE THE'ED' OF STUDENT ANSWER = FINALLETTER OF THE SIMPLE FORM?

If yes then:If Type = 4 then print "Don't double thefinal consonant."If Type 0 4 then go to STEP 4.

If no then:If Type = 2 then print "You must doublethe final consonant."If Type 0 2 then go to STEP 4.

STEP 4:DOES THE LETTER BEFORE THE 'ED'OF THE STUDENT ANSWER = 'I'?

If yes then go to STEP 5.If no then:

If Type = 3 then print "Change the to'i before adding 'ed.'If Type 0 3 then go to STEP 5.

STEP 5:DOES THE LETTER BEFORE THE 'ED'OF THE STUDENT ANSWER = 'E'?

If no then go to STEP 6.If yes then:

If Type = 1 then print "Add only 'd' tothe simple form."If Type 0 1 then go to STEP 6.

STEP 6:PRINT "Try again."

END.

Using an answer judging routine such as theone outlined above is particularly efficient be-cause of its generality. This one answer judgingroutine can be used to process every answer inan exercise drilling past tense forms in affirma-tive statements. This enables the student toreceive the maximum number of relevant feed-back messages using a minimum amount ofcomputer space for the program. Planning basedon analysis of the target item and the anticipatederrors of ESL students enabled this efficiency inthe program.

The inclusion of feedback messages in ESLCALL lessons should not be overlooked. Thissimple example has illustrated how ESL teacherscan use their erperience in teaching to performa linguistic analysis and predict student errors inthe target structure, thereby increasing the qual-ity of their computerized language programs.

REFERENCESAnderson. R R. Kulhavey, and T. Andre. 1971. Feedback

procedures in programmed Instruction journal of Educa-tional Psychology 62. 2148-56

Cerri, S. and J. Breuker. 1981. A rather Intelligent languageteacher. Studies in Language Learning 3,1:182.92.

Dennis, J. R. 1979. The question episode building block ofteaching with a computer. Illinois Series on EducationalApplications of Computers. 4e.

Hart, R. 1981. Language study and the PLATO system. Studiesin Language Learning 3,1:1.21.

Markosian, L. and T. Aim 1983. Applications of parsing theoryto computer assisted Instruction.System 11, 1:6577.

Marty. F. and M. K. Meyers. 1975. Computerized instruction insecond language acquisition. Studies in Language Learning I,1:132-52.

Nelson, C. E. et al. 1976. Two new strategies fc:- CALL. ForeignLanguage Annals 1:28-37.

Pusak, J. 1983. Answer processing and error correction inforeign language CALL. System 11, 1:53-64.

Sassenrach, J. M. 1975. Theory and results on feedback andretention. Journal of Educational Psychology 67, 6 894.9.

Tenczar, P. and W. Golden. 1972. Spelling, word, and conceptrecognition. CERL Report x4S. University of Illinois.

MInneTESOLMinnesota Teachers of Englishto Speakers of Other Languages

invites you to the

TARIM .11TNUALA.

MIDWEST REGIONALT E S O L CONFERENCE

to be held at the

Radisson South Hotel7800 Normandale Blvd.

Minneapolis, Minnesota 55485

October 20-22, 1983in conjunction with the Fall Conference of th'e Minnesota

Council on the Teaching of Foreign Languages

Conference Chair:Joyce M. Biagini2660 E. 5th St.Maplewood, MN 55119

Registration:Wanda McCaa885 21st Ave. SENIpls., MN 55414

27

ANNOUNCEMENTSContinued from page 11

ESL CERTIFICATION APPROVEDIN NORTH CAROLINA

On May 4, 1983 the State Board of Educationin Nbrth Carolina approved English as a SecondLanguage as an area of certification. UNCC,NCSU, WCU, and UNC-G will all offer coursesleading to certification. Teachers must be certi-fied in ESL and another area. Those teachersalready working in the field will have threeyears, beginning July 1, 1983, in which to pursueirregular certification. Necessary materials maybe requested from: L. Gerard Toussaint, Divi-sion of Languages, Department of Public In-struction, Education Building, Raleigh, NC27611. Telephone: (919) 733-3703.

TESOL "STARS" ON VOICE OFAMERICA'S DATELINE

Dateline, a news program of the Voice ofAmerica (VOA), featured TESOL in a broadcastaired on Wednesday, April 6th. President Dar-lene Larson (1982-83) and Executive DirectorJames Alatis took time out from TESOL con-vention proceedings in Toronto to addressquestions put to them by Nancy Beardsley ofVOA's "News Specials." The topics touched onin the half-hour program ranged from the dif-ferences between EFL and ESL and the historyof TESOL to ESL in bilingual education andthe growing number of people around theworld who are learning and using English.

REPORT ON THE THIRD ACROLTLANGUAGE TESTING MEETING

The Israeli Academic Committee for Researchon Language Testing (ACROLT) held its thirdmeeting on the theme: Language Tests at theEnd of Secondary School. The organizers of theMay 11-13, 1983 meeting were the three co-chairs of ACROLT, Elana Shohamy (Tel AvivUniversity), Andrew D. Cohen (Hebrew Uni-versity of Jerusalem), and Bernard Spolsky (BarIlan University). The purpose of this meetingwas to compare different nation-wide systemsfor evaluating achievement in foreign languagesat the end of secondary school.

The twenty-four participants first heard fromAllan Emmett (Associated Examining Board,Aldershot, England) about the British systemfor evaluating achievement in foreign languagesat the end of secondary school. Then Jan Mets(CITOthe Dutch National Institute for Educa-tional Measurement, Arnhem) described theDutch system for evaluating EFL achievementat the end of secondary school and the role ofCITO in this system. Next there was a briefwritten report submitted by Chris Klein-Braley(U. of Duisburg) on the German system forexamining EFL at the end of secondary school.

These reports on the British, Dutch, andGerman systems then led to presentations onthe Israeli system. David Nevo (Tel Aviv Uni-versity) gave a general description of the Israelimatriculation examination system, which is acentralized system. Raphael Gefen (Ministry ofEducation) described the specific case of theEFL matriculation examination. Elana Shohamy,Roberta Kramer, and Claire Gordon (Tel AvivUniversity) discussed an alternative EFL matricu-lation examination, in which students are evalu-ated continuously over three years by theirteachers, who receive training in testing meth-ods. With these different systems in mind,Robert Cooper (Hebrew University) then led asociopolitical discussion on the purposes of

matriculation exams and on the extent to whichtesting procedures contribute to these purposes.

Focusing on one aspect of an alternative EFLmatriculation exam, Elana Shohamy, Yael Bejer-ano (Open University), and ilea Reyes (Minis-try of Education and Bar Ilan University) re-ported on a research study aimed at producingan integrated measure of oral proficiency (con-sisting of interview, role playing, reporting abouta written text, and group discussion). Next,there were three short presentations: MichalBeller (Hebrew University) on using "additivetree analysis" to analyze the relationship betweenstudents' scores on the EFL matriculation examand other student achievement variables, ValerieWhiteson (Bar Ilan University) on an item analy-sis of the listening and doze portions of the 1981EFL matriculation examination, and Isabel Ber-man (Hebrew University and the National Insti-tute for Testing) on problems in the relationshipbetween the EFL matricult. 'on exam and theUniversity entrance exam. The participants thenformed three discussion groups: one on innova-tive approaches to oral proficiency testing, oneon measurement aspects of oral proficiencytesting, and one on planning an ACROLT out-reach program to provide training for teachersin language testing.

Turning to other issues in language testing,Allen Emmett gave an overview of the newBritish test of English for academic purposes(the TEAP). Gregory James (University ofExeter) then reported on the construction of theoral portion of this TEAP examination. RobertCooper and Bernard Spolsky gave a progressreport on the test of functional literacy skillsthat they have been developing for the IsraeliArmy. Miriam Shoham (Ben Gurion University,Beersheba) described a reading comprehensionexercise with possible testing applications.

For information about the next meeting ontesting, December 18-20, 1983, write to: Dr.Elana Shohamy, School of Education, Tel AvivUniversity, 69978 Ramat Aviv, Israel.

RESPONSE TO LAROCQUEContinued from page 15

about the difficulty of getting information fromits affiliates, most recently in the June 1983TESOL Newsletter (see p. 13, 28-29).

6. Why are decisions of an "internationalassociation" made by a set of officers which hastwo "non-domestic" members out of thirteen?

Non-U.S. members of TESOL have the sameopportunity to be nominated and elected to theexecutive board as U.S. members. The ExecutiveBoard of TESOL has annually renewed thecharge to the Nominating Committee to preparea slate which has candidates from a broadspread of geographical and professional interestsand who have a demonstrated record of serviceto the organization. It is hoped that non-U.S.and U.S. executive board nominees alike can bechosen according to the same general guidelines.

7. Why are affiliates outside of the continentalU.S. defined in terms of the U.S. e.g., "non-domestic" vs. "domestic"?

Up until now, they've never been referred toas non-domestic affiliates formally because TE-SOL doesn't view its affiliates as domestic andnon-domestic or U.S. and non-U.S. If the worddomestic sometimes creeps into informal use itis probably due in great part to the U.S. PostOffice which insists on TESOL's making adistinction in the domestic mailing list as op-posed to the non-domestic (or foreign) mailinglie. A mere glance at TESOL's official publica-tions and brochures reveals that affiliates arelisted alphabetically in a single listing. .410

28 1 2 9

LINKINGContinued from page 9

of the target culture and target language,(Delamere, 1981) necessarily demands thistype of syllabus design and teaching/learn-ing environment.

About the author: Trish Delamere is a doctoral candidate inMulti - lingual /Multicultural Education at the Flor:da StateUniversity in Tallahassee. Florida

ReferencesCurran, C.A. Community Language teaming: A Whole

Person Model for Education. New York: Grupe andStratton, 1972.

Delamere, T. Teaching for CrossCultural Awareness.Gulf Tesol Newsletter, Summer 1981.

Hymes, D. Models of Interactions of Language andSocial Life, in (Eds.) Cumperz, J. and Hymes, D.Directions in Sociolinguistics. New York: Holt, Rine-hart and Winston, 1972.

Nostrand, H.L. The Emergent Model: (A structuredinventory of a socio-cultural system.) University ofWashington, 1973.

Schumann, J. The Acculturation Model, in (Ed.) Gin-gras, R. C. Second Language Acquisition and ForeignLanguage Teaching, Arlington, Virginia: Center forApplied Linguistics, 1978.

Steviek,E.W Memory, Meaning, and Method, Roy ley,Mass.: Newbury House Publishers, 1978.

Stevie:,E.W. Teaching Languages: A Way and Ways.Rowley, Mass.: Newbury House Publishers, 1980.

Strevens, P. From the Classroom to the World: fromStudent to Citizen, from Teacher to Educator. FLA1977.

Valdman, A. Communicative Use of Language andSyllabus Design, FLA 1977.

Van Ek, The Threshold Level. Strasbourg: Council ofEur...pe, 1975.

Viddowson, H.G. Teaching Language as Cottur..ati-cation. Oxford, England: Oxford University Press.1978.

Wilkins, D.A. Notional Syllabuses. Oxford, England:Oxford University Press. 1976.

(Reprinted from the Gulf Area TESOL Newsletter,Vol. 2, No. 1, Vinter 1982.)

ABSENCE OF DECISIONContinued from page 1

place the foreign student low on their list ofpriorities. Knowlege and concern about foreignstudent issues become significant only whenenrollment within a particular department orschool exceeds 15 or 20 percent.

2. Public institutions are essentially reactive tostatc legislative pressures. They have not de-veloped for themselves or for legislators a clearand comprehensive sense of the costs and bene-fits (in economic and educational terms) of theforeign student.3. Issues of economic protectionism and nationalsecurity are becoming increasingly important inrelations between government and the majorresearch universities. These issues bear directlyon policies regarding the open access of foreignstudents to advanced training and research.4. Colleges and universities would benefit enor-mously from self-study in regard to their foreignstudent policies. Institutional self-studies shouldexamine questions of costs and benefits, optimalnumbers or quotas, recruitment, servicesandlead to new policy initiatives.

11E believes the study, authored by CrawfordGoodwin and Michael Nacht, will help to set anagenda for much further research and discussionon the impact of the over 325,000 internationalstudents now enrolled on U.S. campuses. Ab-sence of Decision is available from the Officeof Communications, Institute of InternationalEducation, 809 United Nations Plaza, New York,N.Y. 10017, free of charge.

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This "It Works" suggestion arrived in time forme to try it with one:of my own classes aspreparation for a more folmal speech. It workedextremely well, and the students certainly en-toyed it. Furthermore, their formal speecheswere much more fluent than in the past.

C. Day

THE FLUENCYWORKSHOP

by Keith MauriceCenter for Intensive English Studies

Florida State University

This technique was designed to help inter-mediate and advanced students improve theirabilities to speak more fluently in the targetlanguage. The basic idea is to have each studentspeak on one topic three times to three differentpartners. The length of each "speech" changeswith each partner; first, it's four minutes, thenit's three minutes, and finally it's two minutes.

The reasoning behind the technique can bebroken down into three elements.

1. Same topic/three times2. Speaking to different partners3. Shrinking time frames

Same topic/three times. All speakers, whetherthey are native speakers or non-native speakers,tend to make many pauses, stops and starts andto inundate their speech with utterances like"uh," "ya know," and so on. This is especiallythe case when we talk about a specific topic forthe first time. As we get warmed up or afterwe've talked about a topic many times, theseutterances and pauses tend to decrease.

Speaking to different partners. In a classroomsituation, to talk about one topic to the samepartner three times would make the exerciseseem like a meaningless drill, both for thespeaker and for the one forced to listen to it.Changing partners enables each speaker to talkabout his/her topic in a meaningful way tosomeone new. For the listeners, each personhears about the same topic from three differentperspectives.

Shrinking time frame. This 4-/3-/2-minutesequence is used for several reasons. The firstfourminute time frame allows the student timeto think about the topic while struggling withthe language. This time is usually filled withmany pauses. When a student speaks for thesecond time, he/she already' knows generallywhat he/she wants to say and should be able tocondense the four minutes of pauses and back-tracking into a more organized way of speaking.To be sure, there are still uncertainties in thespeech, but the speakers are more comfortablewith the topic. The last time frame, two minutes,is meant to push the students into speaking asfluently and naturally as they can. Because oftheir previous practice, they should be able tofocus on the key elements of their speech andcommunicate those thoughts in a clear, concisemanner without hesitation.

HOW TO DO ITFirst, have the students pair up. One person

in each pair is an "A" and the other person is a

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"B." Then, announce the topics, one for the"As" and another one for the "Bs."

Next, explain what the exercise is about (toimprove fluency by having each person speakabout one topic three times to different partnersfor decreasing amounts of time and work onlistening and reporting skills). Drawing a charton the board can help the students to understandit better. (See illustration below.)

TOPICS IN 4-13-12-MINUTE SEQUENCES

Partner NI Partner N2 Partner N3

People with TOPIC A 9 minutes 3 minutes 2 Minutes

People with TOPIC B 9 minutes 3 minutes 2 minutes

Each "A' speaks for four minutes, then each"B" speaks for four minutes. Then they changepartners. For simplicity's sake, and so that thestudents don't become a tangled mass of bodiesin the classroom, I usually instruct the "As" toremain seated throughout the whole exercise.The "Bs" should get up when it's time to changepartners and move to the next "A" on the right.

During the exercise, go among the studentsand listen, both for errors and for content(things that can be used to spur discussionlater). When it's time to change partners, clapyour hands loudly and say one or two words(such as "O.K. Change partners! "). This is also agood time discretely to take note of important,recurring errors and for whatever counselingwork you might want to do with the students.

The listeners can be asked to do any numberof things: concentrate on key points from eachspeech for later reporting (either spoken orwritten); jot down occasional questions for laterdiscussion; think of ways to disagree with thespeaker's opinion and so on.

The time needed to complete one exercise isabout 30 minutes. That's five to ten minutes forinitial explanations and 20 minutes for the actualexercise. During this period, each student speaksnine minutes. As such, there is a real intensity inthis activity as each person speaks approximately30% of the time (nine minutes out of 30).

Other activities. "The Fluency Workshop" canbe very useful as a preparatory activity topublic speaking practice. By practicing thespeech, or parts of it, in the 4-/3-/2-format, themore formal speeches seem to come out better.It can also flow into other activities such as 1) aquestion and answer discussion session, 2) anargumentative discussion (where the listenersmust respond to points made with contraryarguments, and 3) a reporting session (wherelisteners compare the contents of the speechesthey've heard).

To sum up, this activity for intermediate andadvanced students can be used in a variety ofcontexts. It can be made a part of lessonsconcentrating on structural points or situationsor functions of the language. In the words of anold ad pitchman on TV: "Try it; you'll like it."

Note: The Fluency Workshop is reprinted from the the TESOI.Secondary Interest Section Netcsietter, Winter 1933

-

IN MEMORIAMC. ALLEN TUCKER

The entire TESOL community has lost avalued colleague and cherished friend with thedeath of Dr. C. Allen Tucker on May 20, 1983.Dr. Tucker founded the Language Institute atFlorida Institute of Technology in 1970 andserved as its director during his thirteen years inFlorida.

Dr. Tucker began his work as an educator atBlack Foxe School in Los Angeles where hetaught English and served as English Depart-ment head. It was during his last yea; there thathis sight began to fail, and he was forced to seeka new direction for his unique talents. Notletting the handicap of total blindness hinderhim, he enrolled in U.C.L.A. After getting hisCertificate in the Teaching of English as aSecond Language, he entered U.C.L.A.'s Schoolof Education and earned an Ed.D. in Instructionand Curriculum in 1969.

With his wife Marjorie and son Bart, Dr.Tucker moved from Los Angeles to San Fran-cisco where he served as education coordinatorfor the Chinatown English Language Center forthree and a half years. The administration ofFlorida Institute of Technology learned of hisexcellent work in Chinatown and recruited himto use his expertise to found an intensive ESLprogram at the university.

An active member of the TESOL organizationfor many years, Dr. Tucker served as localarrangements chairman for the TESOL conven-tion in San Francisco in 1970, second vicepresident for TESOL in 1971, and member ofthe executive committee.

Dr. Tucker's influence lives on in many ways.We, his colleagues, try to live up to his ideals.The many teachers he trained, who are nowscattered all over the United States and severalforeign countries, apply his teachings daily intheir ESL classrooms. The thousands of studentshe worked with remember the guidance hegave as they work toward their goals in all partsof the world.

Dr. Allen Tucker, friend and colleague, men-tor, author, and active TESOLer, will be sorelymissed. Judith B. Strother



ADVANCED TESL Certificate Program -18 credits

INSTITUTE in TESL - summers only -9 graduate credits

THE INTENSIVE ENGLISH TRAININGPRCGRAM - Intensive English coursesfor foreign students conducted on a year-round basis



29

Standards,Accreditation,Certification:Defining Terms

by Carol J. KreidlerGeorgetown University

The words standards, accreditation, certifica-tion, license, endorsement, and program ap-proval have been circulating in the ESOL fieldin the United States for a number of years now.They come up in discussions of teachers andtheir need for training to deal with the limitedEnglish proficiency students in their classroomsand in discussions of whether an ESL programmeets what we think is a standard of goodpractice, whether it lives up to its advertising,whether the program is fair in its employmentpractices, or how the ESL program ranks com-pared with ESL programs at other institutions.The purpose of this Standard Bearer column isto discuss these terms as they are used in theUnited States and their relationship to eachother, as well as to describe TESOL's work inthese areas. If people who are working in otherparts of the world find it useful to have defi-nitions of similar terms as they apply to theireducational systems, I invite you to write to me.I am planning a column on the British system toappear soon.

To begin with, the words standards, accreditation and program approval all apply to pro-grams while certification, license or endorse-ment apply to individual teachers. Programsare accredited; teachers are certified. Let usbegin with individuals and move to programs.

Certification. Certification requirements areset by the states. For public school certification,requirements usually consist of a specified num-ber of college credits in general subjects and ingeneral education, materials and methodologyalong with a specified number of credits in thefield(s) of specialization. Often successful com-pletion of a course of study at a college oruniversity leads to the initial certification of ateacher. Some states mandate the number ofcredit hours in college subjects, while others usetests such as the National Teacher Examination.

In some states there is free-standing certifi-cation granted on the basis of classes taken(including ESL or bilingual education) in thecollege certification program. More frequentlythere is an add-on endorsement or add -on licensewhich usually requires courses in linguistics,ESL methodology, cross cultural studies andanother language. At present at least 18 statesand the District of Columbia have both ESLand bilingual education certificates or endorse-ments. At least 17 plus D.C. have ESL certificat es or endorsements and at least 28 plus D.0

on

Ito Carol YreidlC ;,E'd(tOf,eSfnndaFilt''a

:P.'40P5144'4,11.k;;;:1,,Y4

30

have bilingual education certificates or endorse-ments.

Dorothy Waggoner, in a draft paper distrib-uted at Toronto TESOL, reports that one-halfof all public school teachers in the United Statesin 1980-81 had immediate or previous experienceteaching young people whose home language isother than English and who had limited Englishproficiency. However, only a quarter of theteachers who had limited English proficiencystudents in their classes were teaching Englishas a second language in 1980-81. About 40percent of those teachers had taken a universitycourse or inservice training to prepare them toteach English as a second language.1 Fromstatistics like these the flea' for certification, orat least endorsement, is cbvious.

Some states with recently-developed certifi-cates or endorsements have limited the effec-tiveness of certification with "grandfathering."This is the practice of permitting "unqualified"(according to the standards set by the newcertificate) ESL teachers to continue in theirjobs, usually for a specific amount of time, afternew certification requirements are put into ef-fect. During this time they may be encouragedto complete courses for certification. This pro-tects the teacher who has been teaching ESL,whether or not he or she is qualified.

TESOL has worked with affiliates that wantto establish certification in their states for atleast eight years. Most recently Gina Cantoni-Harvey, former chair of TESOL's Schools andUniversities Coordination Committee, publishedNine Steps to Establishing Certification forEnglish as a Second Language in Your Stare(available from the TESOL office). This is abooklet of materials which includes resourcesand names of resource persons, backgroundmaterials, and, most important, specific thingsto do to begin to initiate certification in a state.The process of getting ESL certification in astate which does not have it is a long one.TECOL is ready to help.

Certificates. Having a certificate is differentfrom having certification. There are many placesoffering professional preparation courses whichgrant certificates for completion of a specifiednumber of courses or hours. The hours spent inobtaining such a certificate can be from six in asummer session on up to twenty-four. Thevalue of a certificate thus obtained dependsentirely on what an employer wants to make it.

Accreditation. In his book Self-Study Pro-cesses: A Guide for Postsecondary InstitutionsH. R. Kells defines accreditation as "a voluntary,non-governmental process conducted by post-secondary institutions to accomplish at leasttwo thingsto attempt to hold one anotheraccountable on a periodic basis to live up tostated, appropriate institutional or programgoals; and to assess the extent to which theinstitution or program meets established stan-dards. The major purposes of the process are tofoster improvement and to identify institutionsand programs that seem to be achieving statedgoals and that seem to meet the agreed uponstandards."2

Kells divides accreditation into institutionaland specialized accreditation and characterizesthem as follows: institutional accreditation dealswith the entire institution, focusing somewhaton general, qualitative standards, with heavyemphasis on ascertairing whether an institutionappears to be achieving its goals and is func-

,

.131

tioning in a way that will permit it to continueto do so; specialized accreditation, on the otherhand, deals with programs, relying heavily onstandards, some of which may be quantitative,while focusing somewhat on goal achievement.Emphasis is more on ascertaining which pro-grams meet standards of good practice.

Program approval. Program approval is basi-cally another term for accreditation. The Ad-Hoc Committee on Employment Issues (TESOL1981) looked into the accreditation process asdid the Committee on Professional Standards.Both groups concluded that accreditation wasimpractical. Disadvantages include excessiveamounts of time and money; problems regard-ing the legality of issuing or denying accredita-tion to ESL programs, and difficulties in sccur-;ng, the cooperation of educational institutionsto add yet another accrediting organization towhat many institutions see as an already burden-some list. For these reasons the accreditationprocess is becoming more and more a self-study process. TESOL will go the route ofprogram self-evaluation.

Standards. The Random House Dictionary ofthe English Language states, "A standard is anauthoritative principle or rule that usually im-plies a model or pattern for guidance, by com-parison with which the quantity, excellence,correctness, etc., of other things may be deter-mined." TESOL already has standards or Guide-lines for the Certification and Preparation ofTeachers of English to Speakers of Other Lan-guages in the United Statesoneof the sourer.;of information mentioned in Nine Steps.

Now TESOL's Committee on ProfessionalStandards is trying to establish standards forprogramsnot just postsecondary programsbut all ESOL programs. However, because weare one organization with representatives ofmany kinds of programs, we feel it is necessaryto have certain core statements for any programand specific statements that fit each type ofprogram.

There are still those who believe that programself-study alone is not enough and that we needto police our profession and to let everyoneknow which programs are the best by giving a"seal of approval" to programs which meet ourstandards. In contrast, there are others whobelieve that program self-study is for the pur-pose of program self-improvement, and thatgranting recognition does not coincide with thegoals of self-study. It is still too early to knowwhat TESOL's final decision will be on this.

Regardless, the Committee on ProfessionalStandards will be presenting the TESOL stan-dards to existing accrediting bodies, to local,state and federal education agencies and offi-cials, and to other professional organizations fortheir endorsement.

We would like to solicit your views on thecore standards, and your ideas as to whatshould be included in the specific standards.For copies of Draft II of the Core Standardswrite to Carol J. Kreidler, School of Languagesand Linguistics, Georgetown University, Wash-ington, D.C. 20057. If you feel that there issomething we might forget to include, pleasewrite to us. Remember that TESOL decided toset standards as a result of work in the area ofemployment concerns. Let me assure you thatthe specific standards will include statementson employment issues.

FootnotesThe figures are from the 1980-81 Teachers Language Skills

Survey conducted by Inoa-American Research Associates. Inc..for the Office of Bilingual Education and Minority LanguagesAffairs. U.S. Department of Education.

H R. Kells, Self-Study Processes. A Glade for PostsecondaryInstitutions St ashington. D C American Council on Education.1980. p. 9.

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MURPHY'S LAW . . .


pointed out that he was making it ratherdifficult for me to concentrate.

The student paid attention to the lessonfor a while and I took notes frantically,trying to make up for what I'd missedwhile reacting to his reactivity. But then heoffered to hold the microphone for meand started to take it out of my hand. Isaid, "No thanks," as firmly as I could, buthe began to rub my hand again. I con-sidered moving, .but the room was smalland the desks were bolted together, and Ithough the movement would be disruptive.I told the student he was distracting meand to please leave me alone so I could domy research. He left off temporarily, butthen he began to rub my back. I wasstartled so I resorted to an absolutelyuseless feminine ploy: "My husband wouldbe very unhappy if he could see us now.Please, I can't concentrate!" I think he sawthat I was mad, because he left me alonefor a while.

About ten minutes later he apologizedfor having annoyed me, but he pointedout that at least I was getting it all on tape.I looked down at my brand new taperecorder with its new stereo microphone,somewhat comforted by the thought thattechnology would succeed where thehuman recorder had failed. I felt sick: thespindles weren't turning and the cassettewasn't moving. The machine had stoppedworking a few minutes into the secondside. I thought for a moment I would cryright there in the middle of differentialequations, but femininity had availed menot at all during this crisis, so I resorted torational steps. I took the cassette out of thetape recorder and looked at it. The tapewas not broken. Perhaps it had just notbeen inserted properly when I turned itover. I reinserted the cassette and startedthe record mechanism. The spindles turnedfor a moment and then slowed to a stop.The batteries were dead. Oh, Murphy,you were right!

After the observation, I played back thetape on another machine. The first twentyminutes were fine (except for the clippedconversations with the student), but aftera while the teacher's voice began to gothrough puberty in reverse. As the batterieshad run down, the tape had moved slowerand slower. Playback at normal speedscreated a "Munclikin Effect." After twen-ty-five minutes of tape I had a terrificrecording of Alvin the chipmunk discussingdelta and epsilon. This strange experienceled to Lessons 7 and 8, respectively: alwayscarry extra batteries (preferably the nickelcadmium rechargeable typeand prefer-ably with the recharging apparatus) andnever allow yourself to be entrapped in anunwanted discourse act with a subjectduring an observation.

Reflecting on these events should also

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lead us to Lesson Number 91 always use,or consider using, multiple data collectionprocedures. (See Bailey and Lazar-Mor-rison, 1981; Denzin, 1978; Patton, 1980.)Of course, the data collection techniquesin any study must be determined by theresearch questions and the desired out-comes, and different settings impose dif-ferent limitations on the types of recordingthat can be done. But, if it is true, asBirdwhiAell maintains (1970) that aboutseventy percent of communication is non-verbal, and if we are investigating com-munication in the broad sense, then audiotape tape recordings alone will miss much.By the same token, videotape recordings,while potentially capturing the visual chan-nels of communication, may be more ob-trusirr: at the same time they are limitedby the camera's "tunnel vision." Likewise,the human recordereven equipped withthe best note-taking or coding system andthe fastest short-handcannot capture lifeat the speed and depth with which itoccurs in classrooms. In addition, on thoseawful occasions when Murphy's Law isrealized, multiple data collection proce-dures at least provide some safeguardsagainst the types of data loss experiencesdescribed above.

The final caveat about conducting obser-vational research is Lesson Number 10:always do a pilot study. In this paper Ihave tried to illustrate how many differentand unusual things can go wrong in class-room-centered research. Unfortunately,some of these blunders occurred duringthe data collection phase of my dissertationresearch. Mercifully, some occurred duringwhat turned out to be a pilot study. BecauseI made those mistakes, and lost time anddata as a result, I now go fully prepared toevery observation. (At least, I think I do.)This does not mean I have stopped makingmistakes, but I have been able to anticipateand thereby avoid a number of pitfalls.

Perhaps by now you are saying, "Boy,those were funny experiences!" Or, if Ihave failed to amuse you, you may besaying, "What a fool! She calls that re-search?" But I do have a point to makeand I hope it will be considered seriouslyby people who are interested in class-room-centered research on language teach-ing and learning (and use). My message isthis: classroom-centered research is noteasy. People who make a distinction be-tween "hard data" and "soft data" aresometimes prone to think that so-called"soft data" (which usually means unquanti-fied data) are the result of "soft" research,and that observational research is "simple"and the data "anecdotal." (See Hymes,1980, for an interesting discussion of therole of narratives and anecdotal evidencein American education.) This is not thecase, although there have been manyproblems in our classroom-centered re-search to date. (See Gaies, 1980, for adiscussion 'of 'some "consumer guidelines"on classroom-centered research.)

132

You may feel that this paper has beennothing but story-telling. I would say in-stead that I am working toward an episte-mology of classroom-centered researchby examining what Denzin has called "theresearch act" (1978). The ten caveats listedabove are lessons I have learned the pro-verbial hard way. I hope they may savesome other researchers both time andtrouble.

I do not claim that these ten "rules" forconducting classroom-centered research areinviolable or that following them will pro-duce fool-proof data. Nor do I claim thatthis list is exhaustive. There are probably athousand potential rules to follow in con-ducting an observational study, and it mightbe worthwhile for every incipient research-er to memorize them all before entering aclassroom to collect data. However, I dobelieve that attending to these lessons andothers, which will surely emerge as wescrutinize our methods of classroom-cen-tered research, will help us to clean up ourcollective research act.

Finally, I wish to propose Bailey's Corol-lary to Murphy's Law:

It's likely that if anything can go wrong,it will. But if we anticipate what mightgo wrong, it may not. 40:a

About the author: Kat hi Bailey earned an M.A. in TESL and aPh.D in applied linguistics at the University of California atLos Angeles where she also taught. She is currently thedirector of the M.A. in TESOL Program at the MontereyInstitute of International Studies in Monterey. California,

Note: This article is the revised version of a paperpresented during the Classroom Research Colloquiumat the TESOL Convention in Detroit, March 4, 1981.The author wishes to extend her thanks to Meg Billings,Richard Blot, Cherry Campbell, Kathy Barrows Ches-terfield, Frances Hinofotis and Charlene Sato for theirconstructive criticism of the manuscript.

REFERENCESAllwright, R. L., Ed. 1975. Working papers language teaching

classroom research Colchester: University of Essex, Department of Languages and Linguistics.

Bailey. K. M., in press. Classroomcentered research on languageteaching and learning. In M. CelceMurcia (Ed.), Essays forlanguage teachers. Rowley. Mass.. Newbury House, Inc

Bailey. K. M, and LazarMorrison. C. 1981. A multimethodinvestigation of the communicative competence of nonnative speaking teaching assistants. Paper presented at theSecond Annual Ethnography in Education Research Forum.University of Pennsylvania, Philadelphia.

Birdwhistell, R. 1970. Kinesks and context: essays on bodymotion communications. Philadelphia. University of Pennsylvania Press.

Campbell, D. T. and Stanley. J. C. 1983. Experimental andMquasbexyperimental designs for research Chicago: Rand

cNall.Derain. N K 1978 The research act New York McGraw Hill.Faneselow, J. V. 1977. The treatment of error in a work.

Foreign Language Annals. 10, 5.583.593.Fanselow, J F Itrd0 What kind of Rower is that? A contrasting

model for critiquing lessons. Paper presented at the GoetheInstitute, British Council.

Cafes, S. J 1980. Classroomcentered research some consumerguidelines. Paper presented at the Second Annual TESOLSummer Meeting, University of New Mexico, Albuquerque

Cuba. E. G. 1978 Toward a methodology of naturalistic inquiryin educational evaluation Los Angeles Center for the Stud)of Evaluation. UCLA. CSE Monograph Series in Evaluation.No. 8

D 1980 Narrative thinking and story.telling rights. afolklorist's clue to a critique of education. In Language ineducation. ethnoltnguistic essays Washington. D.C. Centerfor Applied Linguistics.

Knapp. M. L. 1972. Observing and recording nonverbal be.hams In Nonverbal communication in human interaction.New York: Holt. Rinehart and Winston.

Labor, W 1972. Some principles of linguistic methodologylanguage in Society. 1.97.120.

Long, M 1980 Inside the 'black box". methodological issues inclassroom research on language teaming language Learning30. 1.1.12.

Long. M , Adams, L, McLean. M and CastahoLF 1978 Doingthings with words: verbal interaction'in lockstep and smallgroup classroom situations. In J F. Fanselow and R. II.Crymes (Eds ), On TESOL 76 Washington. D.0 TESOL

Melbin. M. 1980. Mapping uses and methods. In B. N. Adamsand J J Preiss (Eds ), Iluman organization research fieldrelations and techniques. Homewood, Ill Dorsey

Patton, M Q. 1980 Qualitative evaluation methods. BeverlyHills, Sage Publications.

Schmuck. R, A. and Schmuck, P. A. 1975. Group processes inthe classroom (Second Edition) Dubuque. Iowa. William C.Brown Company.

31

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Vol. XVII No. 5 Teachers of English to Speakers of Other Languages October 1983

MARCH 8-11: EXERCISING LANGUAGE OPTIONS:TES3L IN TEXAS SPEECH INTO WRITING

-AND BACKPenny LarsonChair, TESOL '84

It's time to start planning your trip toHouston and TESOL '84! Arrangementsfor the 1984 TESOL convention beganeven before we all left the wonderful cityof Toronto and TESOL '83. TESOL isreturning to Texas for the first time since1968, and the city of Houston is an exciting,growing metropolis with an ever-growinginternational community. Convention ChairPenny Larson has been meeting with As-sociate Chair Elliot Judd, Houston LocalChairs Michele Sabino, Jane Hughey, andNick Franks, Exhibits Coordinator AaronBerman to discuss ways to make the 1984convention truly a Texas event.

TESOL '84, from Tuesday, March 6through Sunday, March 11, will be housedin a slightly different kind of setting. Forthe first time we will be using the facilitiesof a convention center in addition to theHouston Hyatt and Sheraton hotels. It willmean we will all get some exercise walkingbetween the buildings, but that will giveus a chance to get out occasionally andclear our heads instead of hearing theyearly lament of "I never got out of thehotel."

TESOL '84 will also follow a slightlydifferent schedule from past TESOL con-ventions. On Tuesday we plan to haveenough activities for all of the conventionparticipants including:

1. Three- and six-hour workshops andcolloquia covering a wide range of topicsof theoretical and practical value. Sessionswill be open to all participants althoughsome of them will have limited space andbe on a first-come, first-served basis.Audience participation will be encouragedin these sessions and will give opportunitiesfor a more in-depth exploration of a topic.

Continued on page 5

TN 10/83

In an address at the CONY GraduateCenter in February, 1981, William Labovenunciated what he called the Principle ofDebt Incurred, by which he meant thedebt owed by linguists to the speech com-munities they study, in othcr words, theobligation of the researcher to the research-ed. Nowhere is this principle more widelyacknowledged than in the field of Englishas a second language and standard Englishas a second dialect, where the findings andinsights of linguists have had a profoundand demonstrable effect on curriculumstructure and instructional design. .JteplienKrashen underlined the relationship be-tween laboratory and classroom at TESOL'81, when he said in the course of hispresentation, "Theoreticians need practi-tioners." The theoretician gives form,framework, foundation to what the per-ceptive practitioner experiences, feels, ob-serves, knows. The practitioner uses theenergy of theory to generate the teachingthat ultimately pays the debt incurred.

Influential researchers in second languageacquisition such as Krashen, Selinker, andSchumann, have focused from severalangles on the affective domain of thesecond language/second dialect learner.His chances of success seem to be lodgedas firmly in the viscera as in the intellect.He learns, they say, by really interactingwith the purveyors of the needed linguisticcurrency: its speakers. To the degree thatwhat happens in the classroom is realinteraction, he can even learn there! Recog-nizing thus the importance of setting, oc-casion, and interlocutor to language acqui-sition, we ..cknowledge that students areacquiring English in places which are physi-

1:14

by Sally MettlerHerbert H. Lehman College

The City University of New York

cull}, and spiritually quite remote from theclassroom, and often under pressure: thestressful pressure of survival or the gratify-ing pressure of affiliation, that is, makingpurchases, making money, making friends,making love.

Interaction andInterlanguage

Because many of our urban ESL studentscome from polychronic, group-supported,oral cultures, they bring the strength of adisposition toward interpersonal communi-cation with the corollary that languageacquired in the aural/oral mode is likely toprevail in the students' written and oralexpression over language learned in formalsettings, such as the classroom. In theiracademic pursuits, students frequently con-front conflicts between the native tongue,the acquired language, and standard Eng-lish, which surface in the new idiolectbeing formed. The emerging code of theESL communicator is what Selinker (1972)christened interlanguage, the approxima-tive encoding in English of the messagethe speaker or writer would precisely en-code in the native language. Interlanguageis the code that identifies the communi-cator as proficient or not proficient interms of the new syntax, lexicon, andphonology.

Taking into account the acknowledgedimpact of acculturation on the developmentof interlanguage (Schumann 1979, Wolfram1970), the interplay of ethnicity, residence

Continued on page 3

1


F. II. LaGuardia Community College. CUNY31-10 limitison Avenue

Long Island City, New York 11101Telephone; (212) 626-8546 or

(212) 663.5819

Editorial Staff and Advisory BoardRichard Allwright, Uri icersit y of Lancaster. Lancaster.England; John Boyd. Illinois State University. Normal.Illmois. Mary Ann Boyd, Illinois State University.Normal, Illinois. Mary Ann Christison, Snow College.Ephraim. Utah. Cathy Day, Eastern Michiganversify. Ypsilanti. Michigan, Irene Dutra, fivoix Com-munity College. CUM', Bronx. New York; RonaldEduard. Middle East Technical University. Ankara.Turkey: Winifred Falcon. American language Pro-gram. Columbia University. New York, New York;Douglas Flahivc, Colorado State University. Ft. Col.him. Colorado; Sergio Caitlin. Instituto MexicanoNorieamericana de Relaciones Culturales. A.C.. MexicoCity. Mexico: Roseanne Harrison. College of MarinEmilie's]. California; Mary Hines. Teachers CollegeColumbia University. New York. New York; Carol JEreidler, Georgetown University. 1aslibigton, D.C ;Jean NfcConochie, Pace University. New York. NewYork; Carmen Judith Nine-Curt. Universidad tie PuertoRico. Rio Piedras. Puerto Rico. Rohert Oprandy,Teachers College. Columbia University, Neu York.Nes% York. Howard Sage. American Language histilute. New York University. New York. New York; UseWiner. Universite de Mot.trial. Nfontri-.d. Canada.

Production ManagerLars Lallounty



TE-ini.Development and PromotionsP.O. Bo% 14396

San Francisco. California 94114'Telephone: (415) 697.5636

The TESOL Neu stetter (TN) Is published six sissies a ear,February through December. It is available only thoroughitch mem.bership In 1 ESOL or its affiliate.. See back page for member.ship information.

TN welcomes news items from affiliates, Interest seeihnis,and 1/M212/2110:11. at 1101 as announeements, calls for papers.conference and reports and general information ofInterest Si) USD!. members %cuss here A length of :prod.manly 300 t'rords is encouraged for those Items Cusp! foeconference announcements aml calls for papers aluith shouldnot exceed ISO molds. Send No copies of Mew new items tothe Editor.

Longer articles on issues and current concerns are alsosnlithted, and articles on classroom practices at all learner les elsand ages are especially encouraged. However. four (slides ofSlime are required 21021 are tent MO (Of 'Mies% it) WI:thenof the Editorial Star. and Ads iSMS Hoard before_ publicanondecalosss a mail . longer 1111ittri afr U111111'd to MO words Offive t '.s space siages. In preparing the mato:setaudio ,,,,-d to follow the guidelines found in tTESL rip. IA copy of the guidelines may also berequesA flow the TN Edititrd

Authors alto wish to (-cinnamic to special sections of Site TNare advised to send two copies of their items directly to theeditors In charge of those pages. Affiliate and Interest SectionNews: Mary Ann Christiron, Snow College. Ephraim, UtahWV: Book ReVioW13110 Irani Sage. American Language hull.lute. New York University. Washington Square North. NewFork, NY WOW: International Etchange: 14:. lfarnp4 .fin Mutt of Ain Wed language Studies. raft ertity ol EdinburghEdinburgh MIS 40P. Scotland: Works: Cathy )ay. EasternMichigan University. I'priiants,, Michigan 48197. Standard Bearer(employment (ssues); Carol Ereidler School of f ,roguages andlinguistics.Georgetows University. Washington. D.C. 20037.

Notices of job openings. assistantships or fellowships areprinted mahout charge prosided they are 100 words or lets.Fibs state name of institution and location (city, state, country).Include address and telephone mitutirts last. The 1004sordlimit need not include the Equal Jpportunity Em to et state.went but dui information should be made clear in the canerletter. A fee is charged for special or hosed job and Institutionalads, and they are limited to one-half of two col . Arrange-ments are nude through Aaron Berman, TESOI. Developmentand Promotions. Note deadlines for receipt of items below;however, last minute job notices will be accepted pros Wedthere is space Advertising rates and Information art asallablefrom Aaron Her nun, 1 F.S01. Des dopment and Frotiatakins.See address and telephone number above.

Deadlines for receiving copy:December 15th for the February issueFebruary 20th for She April ISSOCApra 20th for the June issueJune 20th for the August issueAugust 20th for the Octolky IssueOctober 20th for the December issue

=tat Deadline. December 15th for the February TN

2

--4*--44r--N-4N-44N--44Pleadesee'd. Ilea to de ?/ti e44

One of the questions raised in response to theAffiliate Questionnaire which was sent out lastyear was on the availability of insurance forESL teachers. One of the needs expressed b)aifiliates was for an insurance plan which wouldbe available to part-time teachers or to thosewho. for whatever reasons, did not have accessto an insurance plan, or who otherwise wantedone. TESOL offers. to any and all members itsgood standing and to members of its af filiateswho are not TESOL members, five differentgroup plans of medical and term life insurance.These are offered to U.S. c `rens and non U.S.citizens alike although laws governing theseinsurance options may vary from country tocountry.

As TESOL has approved of these plans,letters containing descriptive literature on theofferings have been sent to the membershiptogether with applications for initial enrollmentinto the widow slam. It is important to notethat members :day enroll at any time. Theyneed only apply. However. please note thatthere is a special enrollment period for thehospital Money Plan. (See page 3.) The fol-lowing information has been compiled by theTESOI. Central Office. To apply or to obtainadditional information on any of the plans listedbelow, please write to Albert II. Wohlcrs Insur-ance. 1500 Higgins (toad. Park Ridge. Illinois60068. You may also call: WohlersRuth Smith.Communications Division, (312) 698.2221.

Medical

1) Major Medical insurance (underwritten byMonumental Life of Baltimore. Maryland) of-fers three plans$250, $500 and $1000 deduct-ible. You pay the first $250, $500 or $1000 ofthe covered expenses and they will pay 80% ofall other covered expenses for the rest of thecalendar year. After you have paid $2000 us out-of-pocket expenses plus your deductible theywill pay 100% of any additional expenses up to$1,000,000. Eligibility: All TESOI. .embers,their spouses, children (up to age 19 or 25, if afull-time student), and key employees of TESOLup to age 60. Premiums: Quarterly. A 34-year-old smile TESOL member and Isis wife andchildren with a $250 deductible would pay $607cads quarter. ($153 for the man. $251 for hiswife and $203 for the child(ren).

2) The $1.0(0.000 Catastrophe Major MedicalInsurance Plan offers a $25,000 deductible planto supplement basic hospitalization or majormedical ins- mice In January 1984. descriptis eliterature on this plan will be mailed to all

TESOL members not already enrolled. Eligi-bility: TESOI. members under age 65, theirspouses and all unmarried dependent childrenup to age 25. Premiums. Semi-animal. A 34-) ear-old TESOI. member and Isis or her spouseand children world pa) $51.80 es cry six (6)mouths.

3) The Hospital Money Plait (underwrittenby Continental Casualty Company of Chicago.Illinois. (Please sec the related article in theshaded section on page 3.)

Group Disability and Term Life4) The Croup Disability Insurance Plan for

Educational Profession of American (underwrit-ten b) North American Life and Casualty Com-pan) of Minneapolis, Minnesota) offers tuplans-5 year accident/1 year sickness coverageand up to age 65 accident/2 year sickness cover-age. Benefits are paid monthly up to $1500per month (available starting at a $400 permonth benefit plan). Eligibility: Individual TE-SOL members under age 60 (may be renewedup to age 65 or retirement (whichever comesfirst)). Terminates at age 65. retirement ortermination of membership (whichever comesfirst). Premiums: Semi-annual. For a 34-year-old TESOL member choosing $1000 per monthbenefits on the S year accident/1 year sicknesscoverage the premium would be $51 every six(6) mouths.

5) Educational Profession of America CroupTerm we Insurance (underwritten by ValleyForge Life Insurance Company of Reading.Pennsylvania) offers terns life coverage (ruin$12,000 to $120,000 (in $12.000 increments).Each policy is renewable up to age 70 (coverageis automatically reduced by 50% at age 65) andfor children up to age 23 (or marriage orentrance i..to the Armed Forces, whichevercomes first). Eligibility: All TESOI. membersup to age 60. their spouses (up to age 60) anddependent children (up to age 23). Each indi-vidual must apply separately (i.e.. spouses mustapply separately. but children are included inone. but not both. of the policies) Premiums:Semi-annual. For a 34-year-old TESOL mem-ber. his or her spouse and children (maximumcoverage $1200) holding a $60,000 policy thepremium would be $165.60 ever) six (6) months.($77.00 for the TES01. member + $77.00 for Insor )ger :Tome + $11.50 for the child(ren)).NOTE. This life insurance policy not availableto residents of Kentucky.

'64 getable

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TN 10/83

LANGUAGE OPTIONSContinued from page 1

pattern, and personal affiliation tendenciesmay impel the student into the acquisitionof a variety of English which the largercommunity designates as non-standard,even stigmatized. As a cultural outsider,the second language learner often does notmake the standard/non-standard distinc-tion until after the fact of language acquisi-tion. In fact, learners may never make thisdistinction themselves, but may have itthrust upon them by the institutions orrepresentatives of the larger community:teachers, for example. This means thatmany non-native speakers of English whoconsider themselves fluent receive a rudeawakening in the classroom when theirconsiderable achievement is discreditedon the grounds that what they have ac-quired is an unacceptable, non-standardvariety of English. This interaction -basedinterlanguage, described by Eskey (1983)as fluent but not accurate, is characterizedby an array of fossils, incorrect or in anycase non-standard forms which have re-sisted formal correction by teachers andmay even he reinforced through interper-sonal communication outside the class-room.

Fossils: Stigmatized andStigmatizing

Fossils appear rcgularl) in the student'sutterances and writing, and are especiall)troublesome because the) are imperviousto random correction. They ma) be theproducts of a number of influences. 'lath elanguage interference _s in the case of thecarryos cr qf the double negatis e fromSpanish to English), peer language influ-ence (as in the use of verbal fillers), faultyinstruction, idiosyncratic ariations in cog-nitive stride* and learning style, morphr.phonemic stumbling blocks in the targetlanguage itself (as in the numerous finalconsonant clusters of English which areunrelieved by interposed vowels), or simplythe speaker's "negotiation" to achieve thespeed of utterance and response which arehighly prized among effective oral com-municators in New York and other urbanenters of the U.S. Native speakers ofPuerto Rican and Dominican Spanish inform me that a fast rate of speech is highlyvalued in their cultures too. The problemfacing these and other ESL learners is thatthe acquisition of speed in a second lan-guage often causes learners to violatepowerful phonological and syntactical pro-tocols whose importance they have notfully perceived and accepted. The con-sequences for grammaticality and simpleintelligibility are often dire.

To help us understand how studentscreate the interlanguages which they bringinto the classroom we have the MonitorModel (Krashen 1978), which claims thatadults subconsciously acquire and conscious-ly learn a second language, and that they

TN 10/83

do it synchronically. The model pcsits,plausibly, that the acquisition of languagein life is the more powerful mode, and thatlearning, i.e. instruction, is useful to thecommunicator primarily as editor, or Moni-tor, of the language he has acquired. In thelight of our conviction that the constructsof theoreticians can he transformed intothe infrastructure of practice, we thinkthat the Monitor can be taken down fromfrom its theoretical pedestal and used toincrease competence in standard Englishby focusing on those fossilized forms whichare stigmatized in the mainstream cultureand discredit the second-language com-municator who has incorporated them intohis interlanguage. We have designed in-struction on this basis.

Making Standard EnglishManageable

A curriculum which seeks to make Eng-lish manageable to the student and whichaims at equipping him with a number ofspecific competencies in the language cango far to reduce the communication appre-hension or anxiety factor in speaking andhelp him with his writing as well. As hemodifies his spoken language, he is likelyto modify the intrapersonal language ofthe composing process: the language ofthe mind. This has important implications.

At Herbert II. Lehman College, in theBronx, New York, a large proportion ofour students are native speakers of a lan-guage other than English or a dialect otherthan standard English. Within our studentpopulation there is a wide range of levelsof proficient) in standard English. Amongthe ESL students, the mahout) are experi-enced in using English, but man) havegaMed a fast rate of speech and readinessof response at the expense of standardgrammar and articulation.

Smith e to the negatis e feedback, theirmessages meek e, our ESL students arcnot always clear about the reasons for it.

Furthermore, they are often troubled abouthow to cope with the linguistic dichotomyin our culture. Some students resist speechchange in the direction of standardizationfor fear of breaking inn-ortant personal,family, and community bonds. But thelarger number, want;ng to succeed in themainstream, are interested in making thosechanges which can be undertaken withoutundermining hard-won self-esteem.

Recognizing the special needs of non-native speakers of Ent, Ish, Lehman's De-partment of Speech an,i Theatre offersspecial sections of its basic course in thef..ndamentals of oral communication. Interms of English proficiency, we havemulti-level classes which demonstrate thatdiversity in language skill can provide auseful counterpoint to the diversity in per-sonality and motivation that exists in anygroup of students in any discipline. Inother words, the dynamic of each groupproduces a kind of balance between thenon fluent but enterprising students at oneno, the knowledgeable but reticent at the

other, and the variations between.Keeping in mind that our students are

more likely to write what they hear andspeak than to speak what they have beentaught to write, an apparently useful direc-tion has emerged. Broadly, the aim is towork with the students' interlanguage, ex-panding and modifying it while developingrhetorical skills appropriate to this culture.We focus those fossils in his second.language idiolect which arc stigmatizedand stigmatizing in this culture, as indicatednot onl) b) the rules of the standarddialect asserted in textbooks, but also b)the unw ritten rules made and promulgatedb) standard speakers which dictate, Or.

dliall-fashion, that some errors art moreerroneous than others because those errorsmark the one who makes them as a com-municator w hose messages are ..ot onl)incorrect, but also unw orth). In the subtle


LOW-COST SUPPLEMENTAL HOSPITAL COVERAGE:SPECIAL ENROLLMENT PERIOD NOW IN EFFECT

A Special Enrollment Period is now in effectfor the Hospital Money Plan sponsored byTESOL. Until December 15, 1983, all TESOLmembers and spouses under age 60 may enrollwith guaranteed acceptance regardless of postor present medical conditions. Members de-pendent children ages 14 days to 25 years ar.talso automatically eligible during this time.

The TESOL hospital Money Plan supple.ments basic hospitalization or major medicalinsurance policies by providing a daily cashbenefit for each day the insured spends in thehospital. Members and spouses may choose adaily benefit of either $165 per day or $110 perday. Members children may enroll in the $110per day filan.

Benefits from the TESOL Hospital Plan arepaid from the very first day of hospitalizationand will continue for as long as 365 days. Thesebenefits are -paid directly to the insured andmay be used for any purpose he or she wie;es.

11:46

Benefits can be used to pay hospital bills,doctors' fees, prescription drugs. or even on-going expenses at home. They are pan) ;rdless of any other insurance received at timeand are completely nontaxable ,,ceording tocurrent IRS rulings.

In addition to the regular daily benets, thisplan also has a special provision for doublebenefits for each day the insured is confined IIIan intensive or coronary care unit. Benefitsequal to one-half the insured's regular hospitalcash benefit are also included to provide continuing benefits when recuperating in a convalescent home after release from the hospital.

Details on the TESOL Hospital Money Planand information on how to enroll will be sent tomembers by mail. Further information or ques-tions concerning this Plan should be directed tothe TESOL Insurance Administrator: Albert H.Wohlers & Co., 1500 Higgins Road, Park Ridge.Illinois 60068. J.S.A.

3

LANGUAGE OPTIONSContinued from page 3

conflict between social justice and socio-linguistic reality, justice loses out to dis-dain.

Practically, we help the student to identi-fy certain non-standard forms in his speechand writing and become capable of dis-carding them when he chooses to by sub-stituting their standard English counter-parts, forms which he may have over-looked, never learned, or consistentlyavoided because he perceived them asimpediments to the rapid speech he values.In this situation the teacher is not only aninstructor but also an informant on thesociolinguistic imperatives of the main-stream culture: the teacher, as standard-speaker, knows the unwritten as well asthe formalized rules of the language. Theinformant role of the teacher is often wel-comed by the students themselves whohave become conscious of the differingvalues placed on native speech styles inthe U.S. In fact, by the time they reachcollege age students are aware that in theirown countries judgments of and by indi-viduals are made on the basis of speechstyle and language choice.

Image-Breaker: Catchwordfor Linguistic Stigmas

Our manageable collection of stigma-tized forms, fossils which invite oppro-brium and diminish the respectability ofthe communicator's utterances and writing,are called image-breakers. They are intro-duced to the student following a general-ized discussion of the process of interper-sonal communication in which the point ismade that every participant sends out notonly the message he desires to transmit,the encoding of his ideas, feelings, etc.,but also his image, a picture of his selfwhich is highly susceptible to evaluation interms of his language choices. The group-ing of im'.ge-1., reakers reflects not onlyour own experience- and observation-basedjudgments but also the findings of research-ers, notably Wolfram's matrix of crucialityand Krashen's natural order of morphemeacquisition. These and other researcherstell us through their studies that presumatlysimple grammatical and phonological rulesof the standard dialect, usually taught earlyon in ESL curricula, are in fact internalizedlate, and often never, by many learners.

Each ;mage-breaker is a catchword fora grammatical or phonological anomalycustomarily described in more formalterminology. The group is presented tothe students on an introductory worksheet,with examples. As presently constituted,the list includes:1) absent s (the ending s or es absent

from the plural, the possessive, or thethird person singular, e.g.° He like allkind of music);

2) omitted ed (the ending --e,1 omittedfrom the simple past and 1.1...$". .,articiple

forms of regular verbs, e.g.° Last nightwe ask him if the work was finish);

3) faulty operators (mismatched auxili-aries, invariant be, e.g. He gonna askwas you there);

4) double negatives and ain't (forms un-acceptable in standard English);

5) "amputated" words (d syllable- andword-final single consonant phonemesand consonant clusters, e.g.° Tha' wha'she tor us instead of That's what shetold us);

6) overcorrections ("extra" s and edendings, as in the possessive° mines);and

7) j lers (intrusive or excessive content-less words, e.g. Like, man, I need a job,y'know, because like I'm really broke,y'know.)

A given list of image-breakers should befluid, subject to modification in accordancewith the needs and speech habits of thestudents in question and the norms of themilieu; for example, phonemic substitutionsand zero copula may be included in someareas.

All of the image-breakers (absent s,omitted ed, faulty operators, doublenegatives and ain't, overcorrections, "am-putated" words), with the possible excep-tion of fillers, occur regularly in bothspeech and writing. There is good evi-dence in our experience to show that oncethe forms are dealt with in the aural/oralmode, proofreading skill, and thereforewriting, will improve. Students have saidthat their increased understanding of theconnection between their oral productionof English and their written errors in tense-marking, pluralization, negation, etc., hashelped them to produce more carefullyedited, correct writing.

Activating the Monitor

The way we activate the Monitor is tospeak and get speech down on paper, viatape recorder and transcription. Studentsspeak, in monologue or dialogue, with orwithout advance preparation; what theyproduce is the material they work with,individually, in groups, as a class. Listeningto himself, the student can discern theimage-breakers and other errors which heis learning to identify in the speech ofothers. Looking at a transcription or at aworkshelt containing sentences he hasheard uttered by himself or other students,he can identify problems visually and ma-nipulate the language to get the standardconfiguration required.

When the student confronts a sentencelike° When I arrive in New York twelveyears ago, I look for a job, or° They turnme down becau' I didn't speak no English,he has the task of locating the error, namingit, correcting it, and reiterating the sen-tence, orally and/or in writing, using a"hands-on" approach to get to the rules ofthe language. The technique does not in-volve teaching, or re-teaching, the wholegrammar of Standard English; in fact, it is

.17

based on the assumption that studentshave been taught a good deal of thatgrammar and that what they have learnedcan operate as the Monitor of their acquiredlangage. As they occur in the speech andwriting of students, image-breakers arenoted, analyzed, labeled, and corrected.The process of objectifying and categor-izing frequently-occurring anomalies tendsto neutralize the errors and to dissipate thedemoralizing effect of incessant, unpro-ductive, random correction, while main-taining the importance of accuracy in stan-dard English.

In line with the need voiced by Schu-mann and others for teachers to modifymaterials to meet the needs of studentsrather than modify instruction to followthe dictates of materials, we use the lan-guage of past and present students asteaching material, reinforced by compacttextbooks which provide exercises for im-proving the pronunciation of certain diffi-cult phonemes. Work on pronunciationand articulation is an ongoing activity,since phonology and morphology intersectdramatically in such image-breakers asabsent s, omitted ed, and "amputated"words. For example, we work throughvarious problems by paying close attentionto the articulation of the /s/ /z/ /iz/variants of s and the /t/ /d/ /id/ variantsof ed, following voiced/voiceless guide-lines and emphasizing the importance ofconsonants in intelligible oral English.

If there is any single principle whichinforms the instruction, it is one broughtover from the theoretician's lab: John Schu-mann's suggestion that the learner's inter-language is not a deformity to be correctedby radical surgery, but a stage in hisacquisition of a profound and complexnew language system. As learners wadeforth into the ocean of English that sur-rounds them, their teachers can perhapshelp them to recognize the deceptive soci-olinguistic hazards and by avoiding themto keep their prospects afloat and theirheads above water.

Note: An earlier version of this paper was presentedon May 4, 1982, at TEsoL '82 in Honolulu, Hawaii.Readers interested in receiving samples of the work-sheets referred to herein arc encouraged to requestthem from the author.

About the author: Sally Mettler is ESL specialist inthe Department of Speech and Theatre, Herbert H.Lehman College (CUNY), Bronx, N.Y. 113468. A doc-toral candidate at Teachers College, Columbia Uni-versity. she is doing research on the reactions of nativelisteners to the speech of non-native English speakersMs. Mettler served as president of the CUNY ESLCouncil for the year 1982.83.

REFERENCESEskey. Da d. 1983 Nleansx He. hack in the real world. .

Amin( and Nene), in second language teaching TESOLQuarterly 17 2.315.322

Krashcn. 5 D 1982 Principles and practice in second li.nguageacquisition. Oxford. U K. Pergamon Press.

Krashen, S I) 1978 The Monitor Model for adult secondlanguage acquisition in Viewpoints in English as a secondlanguage, 81 Burt, II Dulay and NI. Finocehiaro. eds. NewYork: Regents.

Schumann. John A 1978. The acculturation model for secondlanguage acquisition in Second Language Acquisition andForeign Language Teaching. R C. Cingras, sd. Washington,D.C. . Center for Applied Linguistics.

Selinker, Larry. 1972. Interlanguage. IRAL x 3.209.232.Wolfram. Walt 1970 Sociolinguistic implications for educational

sequencing in Teaching Standard English in the Inner City.Washington. D.C.: Center for Applied Linguistics.

TN 10/83

TESOL IN TEXASContinued from page 1

2. Educational visits to ESL, EFL andbilingual programs in the Houston areapublic schools, community colleges, uni-versities, adult education programs andprivate programs.

3. A special workshop for affiliate leadersled by TESOL's first vice president CharlesBlatchford to explore ways that TESOLcan best serve its affiliates and how af-filiates can network to help and work witheach other. A similar session for InterestSection leaders will be chaired by JeanHandscombe, past second vice president.

4. The official opening of the 1984 Con-vention will take place Tuesday evening inthe Houston Convention Center's beautifulMusic Hall. The Honorable Henry Cisneror,mayor of San Antonio and a faculty mem-ber of the University of Texas and SanAntonio, has accepted our invitation togive the opening address. Following thissession there will be an informal receptionfor everyone.

From Wednesday through Saturday wewill follow basically the same schedule.Tom Scovel is arranging for well-knownTESOLers to join you for the early morningbreakfasts. Morning sessions will consistof papers and demonstrations followed bya lunch break during which no sessionswill be scheduled. Some of the interestsessions are scheduling luncheons and thepopular international luncheons will alsobe held on Wednesday and/or Thursday.Downtown Houston is an area of high-riseoffice buildings, and for a couple of hoursaround the noon hour, people pour out ofthese buildings onto the streets and intothe underground passageways looking forlunch. It's a good time for people-watching.These underground passageways link thebuildings, and they contain restaurants,bookshops, giftshops, drugstores, etc., etc.Take some time to explore Houston's tun-

i"

1

'",

Penny Larson of the Menially Comnununity Col-lege Center in San Francisco is program chair forthe 1984 TESOL Convention.

nels. You never know what will be aroundthe next bend.

After lunch we will begin with a plenarysession followed by longer sessions includ-ing workshops, colloquia, poster sessions,business meetings and organizational ses-sions as well as academic sessions of theInterest Sections. The publishers' exhibitswill open Wednesday morning and remainopen during the day until Saturday. Pub-lishers' sessions, where they can talk aboutand demonstrate their latest materials, willbe held throughout the week. On Saturdayafternoon we will close with a final plenarysession. One special note for elementaryand secondary school teachers: extra ses-sions are being scheduled for Friday andSaturday in anticipation that these are thedays they will most likely be able toattend.

TESOL evenings, if you have got anyenergy left, will include the more informalrap sessions. These sessions, organized bythe Interest Sections, give everyone anopportunity to sit around and talk infor-mally on a topic of interest. The eveningswill also include most of the social events.On Friday the Houston committee is ar-

Elliot Judd of the University of Illinois, Chicago, isthe associate chair for the March 6-11 meeting.

ranging a trip out to a ranch on the outskirtsof Houston for a barbecue and rodeo.TESOL's traditional dance will be on Sat-urday. Informal escorted dinners to localethnic restaurants are also being organizedfor the evenings early in the week.

Sunday is traditionally a wrap-up dayand no formal sessions are planned. How-ever, it is an important time for those whohave accepted a leadership role, or whowould like to become more actively in-volved in the Interest Sections and Affili-ates, as well as for those who would like toprovide input into the planning of TESOL'85.

The members of TEXTESOL IV, ourHouston affiliate, as well as the membersof the other four TEXTESOLs, are lookingforward to our arrival in early March. Theweather should be fine (It's not hurricaneseason and the humidity is still low.) andthe city should look its best as springarri 'es. They have lots to share with all ofus and we have lots to share with eachother. Preregistration materials will bemailed to all TESOL members in Decem-ber. Won't you think about joining us?

The TESOL Convention in Houston has three local co-chairs. They are (left to right) Nicholas L Franks and Michele j. Sabin, both of the UniversityofHouston, and Jane B. Hughey of Texas A & M University. photos by Aaron Berman

-TN 10/83 .1 :485

CULTURALASPECTS OFPREVOCATIONALESL

by Barbara HumakThe School Board of Broward

County, Florida

Since April 1980 hundreds of thousandsof Cuban and Haitian refugees have landedin South Florida. Such a deluge of peoplehas impacted our lifestyle, communities,and educational systems. This impact hasbeen felt in our ESL programs in BrowardCounty's Adult Education classes. Whereas"general" ESL sufficed previously, nowfour other ESL /language needs have ap-pearedacademic, literacy training, socialand prevocational. In the past three years,prevocational ESL has emerged as thesingle largest English for Specific Purposes(ESP) program in the county. Early in thedesign stages of the program, it was rec-ognized that there was a cultural aspectthat needed to be incorporated, and it isan aspect that continues to evolve.

In order to discuss the cultural aspectsof prevocational ESL, one must defineboth culture and prevocational English.Culture is a secondary man-made environ-ment that directs and guides our role inlife situations, provides models from whichwe learn expected appropriate behavior,and stresses conformity. Behavior whichdoesn't conform is labelled "deviant."'Conforming, fitting in, and being acceptedare three emotionally charged areas forour students. Both caring instructors andanxious students anticipate the students'eventual mainstreaming into American life.Not until newcomers better understandthe ..alture can they successfully and ef-fectively participate in it. Since culture is alearned behavior, it follows that we canteach it; and teach it we must.

Prevocational ESL is the language andculture necessary to seek and secure entrylevel employment, and it also includes ca-reer-awareness activities. Here in BrowardCounty, Adult Education prevocationalESL is the starting point in a refugee'sEnglish career. It is not preceded by "gen-eral" ESL. Prevocational topics are: per-sonal data, skills and interests, occupationsand duties, maps and directories, time andmoney, the interview/asking questions,work experience, schedules, safety, wantads, and the interview/answering ques-tions. The foregoing topics are from Eng-lish That Works (Scott, Foresman, andCo.), which is being used in our classes.

The following sample prevocational id-ioms illustrate our culture: "time is money,""the almighty dollar," "the American way,""every man for himself," "all men arecreated equal," "stand on your own twofeet," "stand up for your rights," "climbthe ladder of success," and "last hired, firstfired." As a reference tool to help generate

6

idioms, any idiom book on the market canbe used. However, it is recommended thatthe idiom book be used solely as teacherreference. This way the instructor will 2.have a repertoire to use in context during aclass activity. When a situation arises that 3.calls for an idiom, the time will be appro-priate, the teacher will be ready, and thestudents will be receptive. 4.

In Broward County, Vocational Educa-tion has asked that Adult Basic EducationProgram cover these prevocational topicsand activities which will not be covered inthe vocational schools:

1.

5.

Student reads, understands and re-sponds to job advertisements (maga-zines, posters, newspapers).Student understands and utilizes em-ployment agencies.Student reads, understands, and re-sponds appropriately to job applica-tions.Student reads, understands, and re-sponds appropriately to social secur-ity applications.Student practices appropriate groom-ing habits for the interview.

Continued on page 8

Teachers of EnglishT E SOL To Speakers of Other LanguagesAn international professional organization for thoseconcerned with the teaching of English as a Second or

Foreign Language, of Standard English as a Second dialect andBilingual Education and with research into language acquisition,

language theory, and language teaching pedagogy.


El eenthAnn xiirention

eld at

5 Houstonas

In a region thaV,,ii*,_nitedverse

cultures, TexaVikiiii0i" isStates, shares a keen tateres ageeducation. More recenIfilzinAep ,ros,k,,. :ye on hasdeveloped into a center offRi4and gle, aahmaru s multi-ethnic, multi-lingual confittinity has alsoliiAlkdecticiiii uston hasbecome an exciting center for ESL and Itiliiiguall cation at alllevels of instruction. trThis setting provides an excellent backgrcu*for a conventionprogram which will include plenary sessiiini4y internationallyknown speakers, papers, workshops and colloqtilabiTESOL teachersand their colleagues in related disciplines, educiiiijiiiil visits, materialexhibits and social events.

PENNY LARSON ELLIOT JUDDAlemany Community College Center University of IllinoisSan Francisco ChicagoProgram Chair Associate Chair

Non-TESOL members . tay obtain detailed information by writing to:TESOL 202 D.C. Transit Bldg.

Georgetown University, Washington D.C. 20057, U.S.A.Telephone 202 625-4569

TN 10/83


Many ESL teachers are concerned about helpingtheir studentsbecome ready for the "World of Work."but do not know what specific types of fobs theirstudents may be looking for or are capable of doing.This article offers some concrete, f ieldtested techniqueswhich can be modified according to the needs of thestudents. C. Day

UNDERSTANDINGON THE JOB

by Carol SvendsenBilingual Vocational English Training Program

Metropolitan State College, Denver

One of the greatest needs of recent immigrantsanywhere is getting a job. Preparing this studentfor the language and cultural expectations ofthe workplace is an important priority for theESL teacher. This job preparation can begineven before the teacher knows the specific jobsthe students will be entering. Here are sometechniques I have used in vocational ESL classesfor beginning and intermediate students to de-velop skills in one crucial communicative area:reporting problems and getting clarification onthe job.

A limited English speaking worker in anentry level job can often learn the routine dutiesof the job through observation. But when theroutine is interrupted, when instructions aregiven for a new assignment or when a machinebreaks down, the worker must be able to findout what is tweeted of him. In some situationsthe worker must take responsibility for inform-ing a supervisor about a problem and understandthe supervisois response. Oral instructions aboutduties are often incomprehensible because ofunfamiliar structure and vocabulary, becausethey are given too fast or contain too muchinformation to absorb at once. Sometimes in-structions are incomplete and occ?sionally in-structions are inaccurate.

It is not enough then for workers to listenmutely and follow orders. They have to verifytheir understanding of what they need to dobefore making serious mistakes. They have to"teach" their supervisor ways to make an ex-planation understandable. They have to askquestions about specific parts of the instructions.When something happens they were not pre-pared for by their training, they have to indicatethe nature of the problem. And they have to doall this in a polite way in order to stay on goodterms with the supervisor or co-worker. Thesupervisor wants to be certain that she or he hasbeen understood, and that if and there is aproblem or misunderstanding the worker willask a question.

TECHNIQUES FOR GETTINGCLARIFICATION

Classroom techniques can center on develop-ing skills for reporting problems and gettingclarification. Vocabulary is specific to the vo-cational areas students are training for or it canbe general classroom vocabulary. The importantthing is that students learn the forms necessaryfor communicating in occupations and that theydevelop the necessary assertiveness in speakingup when they need clarification.

TN 10/83

Imperatives and live action responses on thepart of the students are good preparation for onthe job instructions. Most int perati% es, ho%% ever,take more polite forms than "clean this up" or"get a wrench". Following are examples offorms used more frequently at the workplace:

Would you put those tools away?

Do you want to go ahead and put thatcassette in the recorder?

Why don't you do Room 605 now?

Students need to learn to recognize these formsas commands.

When students carry out commands in theclassroom, they should be required to showacknowledgement. Nodding the head and saying"OK" is usually sufficient. Supervisors don'tknow what to make of the employee who turnswordlessly to carry out the task. If the request isnot understood there are several strategies thatcan be taught to get repetition or clarification.The teacher should intentionally give impera-tives that will not be understood to give thestudents the opportunity to use these strategies.For example, the teacher can:

Speak quickly, slurring words together.

Use vocabulary or idiomatic expressions thestudents don't know.

Students can then say, "Could you pleaserepeat that'' or "I'm sorry, could you speakslowly please." If the student understands allbut one word of a command (e.g. "Would youclose the blind please?") he an say, "I don'tunderstand blind." Or he can point to the objectthat seems logical and say, "This?" with risingintonation. The teacher then will acknowledge,"Yes, that's right" or say, "No, over there"accompanied by pointing. The student's pointingcauses the first speaker to respond by pointing.As a final strategy the student can say, "I'msorry, I don't understand. Can you show me?"

TECHNIQUES FOR GETTINGCONFIRMATION

There are techniques for getting confirmationif the student thinks he understands but wantsto make sure before carrying out the instructions.As he begins to perform the action he can say tothe teacher, "Like this?" the teacher then ac-knowledges or corrects. Another strategy thestudent can use is to repeat bacl to the teacherwhat he heard. For example:

Teacher: You want to take this projectorover to Linda in Room 509?

Student: I take the projector to Linda inRoom 509?

Instead of giving back an entire sentence thestudent can repeat only the important parts ofthe message. This teaches the student to focuson the crucial information. ("Linda? Room509?") Where numbers are involved repeatingback is especially important. Stock numbers,for example, are used in many work settings.Classroom items can be labelled with numbersso that the following imperative could be used:

Teacher: Would you bring me a 53-402?Student: 53-4...

Teacher: 53-402.

Student: 53-402?

Teacher: Right.

Dimensions are used in some jobs ("Why don'tyou cut it 2';" x 3"?"), and here, too, the student

140

needs to repeat to get % erification. Using asmall notebook to %% rite doss ti numbers is alsoaluable. It can be used for students as a

clarification tool, by asking super isors or co-workers to write a word or number that is notunderstood.

Supervisors sometimes give incomplete infor-mation in their instructions. They may ask anew worker to get supplies without tellingwhere they are stored or tell him to get an itemwithout differentiating between similar items.In the classroom students can he asked to getitems whose locations they don't kne.7.

Teacher: You want to go get the scissors?

Student: Where is it?

Teacher: Top drawer of my desk.Student: (finds two pairs) Which one?

Teacher: The small one.

If the student is uncertain he can hold it up andsay, "This one?"

Students should also realize that informationgiven to them will sometimes be inaccurate andbe prepared to question instructions.

Teacher: Could you clean the mirror withthat glass cleaner?

Student: Where is the glass cleaner?

Teacher: In the cabinet.Student: (after looking) I can't find it.Teacher: We must be out. (or) May be inthe supply room.

Another example:

Teacher: Would you put these boxes onthat top shelf over there?

Student: The shelf is full.Teacher: OK. Just out them on the floor inthe corner.

These clarification strategies can be taught,roleplayed, and then practiced in all classroomactivities. Teachers should structure activitieswhich demand that students take an active rolein discovering what is expected of them. Stu-dents will then begin to take responsibility forclearing up misunderstandings and for acquiringthe information they need to do the job.

About the author: Carol Svendson teaches in and is theacting director of the Bilingual Vocational EnglishTraining Program of Metropolitan State College. Sheis studying for an M A in multi-cultural education withan ESL emphasis at the University of CoI "rado nnDenver.

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PREVOCATIONAL ESLContinued from page 6

6. Student displays appropriate inter-view conduct.

7. Student asks and answers appropriatequestions during the i:Aerview.

When the students enter the vocationallevel, they will be taught vocational-speci-fic English with the assumption that theyhave acquired a basic ability in prevoca-tional language in the preceding level.

Listed below are examples of culturefound in each item outlined above.

1. Job advertisements suggest classifiedads (complete with jargon and abbre-viations), labor union notices (pro-tecting "the little guy" and workers'rights) and trade journals.

2. Employment agencies are public andprivate. Sometimes you pay a fee,sometimes you don't. When do youpay a feebefore or after the job?Are counsellors authoritarian figuresor advisors? Counselling is a veryAmerican phenomenon!

3. Job applications are packed with cul-ture. First, they illustrate a formalsystem of applying rather than aninformal process of friend/family re-ferrals. Second, we're a paper/formoriented society. Other cultural pointsare the order of a name (which is thefirst name? the last name? what is"last name first"?); the number ofnames we have; the order of the date(month, day, year); the months of theGregorian calendar; capitalizing themonths; the order of an address(number, street, city); having a housenumber vs. a postal box; the defini-tion of "college," marital status (com-mon law? divorced? separated? Dothese circumstances exist in othercountries?); using ink, not pencil;printing vs. signing; and markings(dash, an "x," circling, crossing out).

4. The social security system revealsour attitude toward the elderly, ag-ing, and retired.

5. Grooming lessons teach appropriatedress (avoid over dressing andforwomenheavy makeup), and men-tion hygiene.

6. Kinesics and spatiality are part ofinterview conduct. Do you shakehands? Do you maintain eye contact?How close do you stand to the inter-viewer? Do you go to the interviewalone or with extended family?

7. The actual interview demands indi-viduality, asserting oneself, and mostimportantly asking for clarification.

A rule of thumb when teaching cultureis to assume nothing. American culture isobvious around us and so internalizedwithin us that it is very difficult to objec-tively identify it. Remember, too, that wedid not instinctively "know the ropes,""the rules of the game," "the how-to's,"that is, the culture. We have all beentaught what is appropriate and expected.

We have patterned our behavior after therole models presented before us. So toomust ESL instructors model the correctactions and reactions for our job-boundstudents when presenting the culturalaspects of prevocational ESL. The culturalimperative says that culture must be trans-mitted, learned, and lasting. It is our job asESL instructors to transmit the culture toour students.

Dr Lillian Caf , rairleigh Dickinson Unis emit), J

About the author. Barbara Umiak a presentl) a resourceteacher for ESL in Brossard County's (Florida) Adult BasicEducation program She also taught ESL K-I2 in Ness Jere)and community college ESL in Ness York City. Ms. I lumak hasa master's degree in ESL from Faideigh Dickinson Um% ersaqTeaneck, New Jersey

keTEACHER-MADE

MATERIALS EXHIBITTESOL '84

It's not too early to begin to thinkabout exhibiting your materials at theTESOL '84 convention. If you havesomething to share, you can find outabout the exhibit from Kay Hart, AdultEducation Division, Community Educa-,tion Program, College Station, TX 77840.More Information will be available in theDecember issue of the TN.

SPECTRUMa rew

Communication skills and grammar.

Try to find that in another

ESL seriesDimensionin

ESLGeared for an& and young adults in the U.S.and abroad, SPECTRUM is a complete six-levelcourse in English that teaches students tocommunicate in real-life situations. Each levelof SPECTRUM features the following components:

a 144-page textbook (64 pages of full color photographs and illustrations areoffered in SPECTRUM 1 & 2 textbooks).

a 96-page woi kbook featuring such visual stimuli for language practice as photos,maps, and crossword puzzles.

a large 9" x 11" spiral-bound teacher's edition containing step-b) -step instructionsfor all textbook exercises, answer kes for the textbook and workbook, detailedlesson plans, and an almmt full sire reproduction of each students text page.

a four-hour audio program for each level, recorded on cassettes (all dialogs havebeen recorded at normal conversational speed with authentic vices and soundeffects).

SPECTRUM'S unique approach follows the naturalrhythms of language learning by thoroughly

familiarlizing students with new languagebefore asking them to practice it. SPECTRUM isfilled with opportunities for personal

,expression and activities which stimulate realcommunication. And, unlikemost communicative series,SPECTRUM offers a carefullysequenced, systematicapproach to grammar. Alllanguage used in SPECTRUMis contemporary andauthentic, so students learnEnglish that is immediatelyuseful.

r

REGENTS PUBLISHING COMPANY, INC., 2 PARK AVENUE, NEW YORK, N.Y. 10016

8 141 TN 10/83

A PLEA FOR MORE AFFORDABLETESOL CONVENTIONS

May 19, 1983

To the Editor:I agree with Liz Hamp-Lyons [in the April

1983 TN] that the Toronto convention, whileextremely interesting, was also inordinately ex-pensive. Even though I had only a short distanceto travel, I spent half a month's salary on theexcursion, and that after a good deal of specialeffort to locate a roommate and a less expensivehotel than the convention center.

For underpaid and in some cases unemployedESL teachers, $83 a day for a hotel room iscertainly r, pniblem and must often have beenprohibith e.

There is something TESOL can do to makefuture conventions more affordable. When Iused to attend conventions of the AmericanLibrary Association, the organization lined up aselection of hotels in advance, from the luxuryvariety down to the YMCA, and the registrationform allowed participants to indicate theirchoice. Another service that TESOL could offerwould be to match up roommates; the registra-tion form could allow for indication of suchchoices as smoker/non-smoker.

When the convention has so many riches tooffer in terms of lectures and discussions, itseems a pity to exclude half the potential audi-ence by offering only luxury accommodations.

Catherine V. von SchonState University of New YorkBox 528Stony Brook, NY 11790

PREPARING ESL STUDENTS FORCOLLEGE IN THE U.S.A.

August 23, 1983

To the Editor:ESL teachers who are interested in how well

they are preparing college-bound studentsshould send for a free copy of Academic Prepar-ation for College: What Students Need to Knowand Be Able to Do by the College Board (888Seventh Avenue, New York, New York 10106U.S.A.). It outlines the knowledge and skillsthat our students will need in order to get fullvalue from their college education. Not onlydoes this report remind us of details concerningthe basic competencies in reading, writing,speaking, listening, reasoning, studying, andEnglish language principles, but it also identifiesthe preparation studen:., need in basic computerknowledge, the arts, major contemporary socie-ties and cultures: their geography, political sys-tems, economic and social systems, history,social science, and so on.

Our President and governors are finally behindteachers in believing that the quality of educationis important because they see that it will benefitthe U.S. economy. Let's also use this equalityproject to improve the quality of ESL teachingnot only because it will benefit the U.S., butinthe endbecause it will benefit the worlddirectly.

Diane E. GlasgowTESL InstituteTulane UniversityNew Orleans, Louisiana 70118

TN 10/83

SUPERLEARNING TECHNIQUESQUESTIONED

August 15, 1983

To the EditorAs a practitioner of suggestology in teaching

Japanese and ESL, I found Wagner and Telney'sarticle on the effect of "Superlearning Tech-niques" (TESOL Quarterly, March 1983) veryinteresting and convincing.

I am not surprised at the results of theirexperiment because they support my belief that"superlearning techniques" lack critical elementsof suggestology such as guided fantasy, infantali-zation, assuming a new identity in the targetlanguage, and activation exercises. Lozanov'ssuggestology is more than "language presenta-tion with the music" (concert session). "Super-learning techniques" and suggestology are twodifferent methods and Wagner and Tilney'sresearch studies the effect of "superlearningtechniques" as they correctly specify, but notthat of suggestology. Therefore, as I appreciatetheir study, I also look forward to a researchexperiment on the effect of suggestology whichshould include at least concert sessions and acti-vation exercises. And my hypothesis is that theresults will be different from that of Wagnerand Tilney's.

Hiroyoshi TaguchiLanguage Pacifica867 Dana StreetMountain View, California 94041

PEDAGOGY OF PEACE

July 14, 1983

To the Editor:The ESL/FL profession is in a viable r sition

for promoting world peace, and indeed, it isusually very exciting for ESL/FL learners tobecome cognizant of the fact that they aredirectly contributing to a better world under-standing by learning a foreign language.

As a professional organization, and as indi-vidual teachers, we have the opportunity offostering a oetter understanding of other cul-tures, as well as a responsibility to be active inmovements dedicated to world peace. It is notonly important for us as individuals to structureclassroom activities in conflict-resolution simu-lations, etc., but it is also important as a nationalorganization to encourage Congress to pass billswhich favor foreign language/ESL programs.

As an organization we could also becomeactive in encouraging colleges which have PeaceStudies/International Studies curricula to incor-porate foreign language training in their pro-grams. In the book Peace and World OrderStudies (1981), 64 course syllabi are presentedfrom the faculty teaching in the fields of 'peace,'presenting some of the finest universities inAmerica. Excluding a Mexican university, onlyone teacher assigned any reading material in aforeign language.

In other words, for the purpc-e of promotingworld peace it would be expedient for thefields of ESL/FL teaching to work closer to-gether. In order to achieve that, it will benecessary for ESL teachers to expand theirreading knowledge as well, by reading foreignmagazines, foreign professional journals, andthereby incorporating varying viewpoints intheir own professional journals. (One look atthe TESOL Quarterly will show our almosttotal dependence on American, perhapc British

.142

sources.) It is my firm belief that if ESL and FLprofessionals were truly to work together, theycould help the world learn how to read andwrite the reality of peace (analogy from PauloFreire).

Sources:

Peace and World Order Studies, 3rd ed.,Transnational Academic Program, Institute forWorld Order, 1981.

Organizations:Institute for M orld Order, 777 U.N Plaza. New York NY

10017 COPRED, Kent State Urny erstty, Kent. Ohio 44242.Educators for Social Responsibility, 639 Massachusetts AY e .

Cambridge. Massachusetts 02139

National Peace Academy. Suite 409. 110 Maryland AvenueN E Washington. D.0

International Students Peace Nem ork, Box 282, Kingston,New Jersey 08528

Dot Robbins47 Parkvale Avenue, #12Boston, Massachusetts 02134

"PROFESSIONAL SNOBBISM"IN TESL/TEFL?

July 18, 1983

To the Editor:In several recent articles and letters to the

editor concerning the issue of professional stan-dards of EFL teachers, snide remarks concern-ing colleagues who hold degrees in English orcomparative literature have been voiced. It istime someone stood up and answered suchinsults since the professional snobbism revealedby them indicates, to a large extent, total ignor-ance of where literature departments have beengoing in the last generation or so.

First of all, the curricula of a great manyEnglish and comparative literature departmentshave always required studies in the history ofthe English language, ancient Greek or Latin(sometimes Hebrew), and at least one othermodern foreign language.

Second, literature majors do not just readpoetry and fiction, but also a fair amount ofessays and a great deal of history, biography,philosophy and literary analysis.

Third, anyone following literary studies sincethe 1960s should realize that the new approachesto literature such as "structuralism," "poetics"and "deconstructionism" have all been highlyinfluenced by linguistics, discourse analysis andcognitive psychology. Literary analysis is intothings today such as "speech acts," "readerprocessing," "cultural context codes," and "textschemata," and experts in these related fieldsnow publish in a variety of cross-disciplinaryjournals.

Fourth, de facto, in today's practical world,many English and comparative literature majorsdo a double major or rr .nor in education orlinguistics, complete teaching certification forLi or EFL/ESL or even do advanced degrees inEnglish communication or rhetoric. Is our fieldso parochial that we canny. see how all theseareas are interrelated?

Finally, and most important, it is not really amatter of one's degree as much as working inthe EFL field, deciding to commit oneself to itand striving for the best at all times. And manypeople have entered our field, if we must befrank, quite by chance while the "field" itselfwas evolving into a field of expertise. On-the-job-training, delayed certification on variouslevels, doing advanced coursework in education,linguistics, psychology and EFL methods allcome in time. The rigours of research and ofkeeping up with professional literature can be


9

Continued from page 9acquired in any academic field, of course.

The holder of a degree in EFL is not by defi-nition a competent EFL teacher/expert andthus neither is the holder of an English degreean incompetent one. (And surely a truly incom-petent professional svouid eventually be spottedand fired. whatever his degree, would he not?)If we agree that teaching, that all of education,is, like acting, a communication art, then as akind of didactic theatre, only certain basic tech-niques and knowledge can be taught at universi-ties. Competence or professionalism is not mere-ly a question of one's degree, although anyoneseriously committed to EFL probably wants todeepen his knowledge and protect his future bygetting whatever certificate is needed, even-tually joining the "publish-or-perish" league.

People have been learning foreign languagesfor thousands of years svithout the assistance ofthose infant sciences of linguistics and peda-gogy. If EFL certincation makes a teacherbetter, makes students learn more effectivelyand more pleasantly or makes the selectionprocess of hiring fresh graduates simpler, thatfine. But stop slurring the thousands of experi-enced and successful EFL teachers who nevermajored in EFL. They started out in speech,theatre, English, comparative literature, or evenas teachers of "foreign" languages and one day,for all sorts of reasons, found themselves teach-ing English language skills a: home or abroad.Af'...r a lot of hard work and self-enrichment,many of them are proud to be TESOL membersand nght up there with the best of them.

Sally Westerman JacobyDivision of Foreign LanguagesTel Avis UniversityRamat Aviv, Tel Aviv 69978Israel

Two ESL TEACHERS HONOREDSCHERACA AND MAYO WIN

COVETED NEA FELLOWSHIPS

Two outstanding New Jersey teachers re-ceived a highly coveted award from the NationalEducation Association for their proposed projectaimed at helping non-English speaking studentsmake better progress in vocational education.

The award recipients are Mona Scheraga, ateacher in the Passaic High School Englishdepartment, and Lawrence Mayo, chairpersonof the school's industrial education department,announced W'illard H. McGuire, NEA president.Mona Scheraga is also an active TESOLer whocurrently serves as the chair of the SecondarySchools Interest Section, she is a past presidentof NJTESOL/N JRE A. The award, a HildaMaehling Fellowship valued at $1,000, was pre-sented at the NEA annual convention in Phila-delphia, June 30-July 5, 1983.

The purpose of their project, "VESL: TheWay to Equal Educational Opportunity," is todevelop and sharpen Vocational English as aSecond Language (VESL). It is aimed at meetingthe problems and frustrations encountered atboth ends of the learning experienceby thelimited English-speaking student and the teach-erin the vocational education field.

The project, to be coordinated by Ms. Scher-aga, calls for the preparation of special booklets,wall charts and other learning aids, using cap-tions in English and Spanish and illustrationsprepared by students.

'McGuire cited the project as an "example ofthe continuing creativity that characterizes theAmerican teacher's effort to enrich learning andto accommodate teaching to changing condi-tions." NEA News, July 25, 1983

JILL WYATT OF ATESL: "ONE OFCALGARY'S MOST REMARKABLE

NATURAL RESOURCES"

In the spring of 1983 Jill Wyatt, supervisor ofESL for the Board of Education in Calgary,Alberta, was awarded the 1983 Calgary Young%Women's Christian Association Woman of theYear Award for her outstanding contribution inthe field of education.

Ms. %Wyatt's many accomplishments includehelping to establish ATESL (an affiliate ofTESL Canada) as a highly professional organi-zation, obtaining increased recognition and sup-port for ESL from the provincial government,initiating a posit've approach towards multi-culturalism within the Calgary Board of Educa-tion, and sensitizing teachers and others to theneeds of minority group children and adults.She has also used her talents to bring togetherpeople of diverse interests and purposes incooperative efforts designed to solve some ofthe problems that face those who work withESL students.

Ms Wyatt's work includes initiating programssuch as Eaglish for New Canadian Housewivesand English for Parents. Her work with theMulticultural Assessment Centre, the Race Re-lations Coordinating Coui.cil, the Calgary Im-migrant Aid Society, and the National CanadianConsultative Council on Multiculturalism willundoubtedly have a lasting impact on Calgaryand on Canadian society. As John Fisher, direc-tor of Further Euhcation Services for Albertasaid, "In a world-class city preoccupied withthe affairs of the oil and gas industry, Jill Wyattis one of Calgary's most remarkable naturalresources."

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143 TN 10/83

TESOL Summer Meeting: Toronto 1983Evaluation in ESL Programs

When Alice Osman asked me if I'd writean assessment of this year's Summer Meet-ing I almost had a conniption. For the firsttime, the Meeting had focussed almostexclusively on a single themeEvaluationin ESL Programs. All the plenary speakershad warned us at length not to get em-broiled in evaluating programs for whichwe were primarily responsible, and herewas I being asked to go one stage fur-therevaluating my own program on pro-gram evaluation! And when she pointedoutpointedlythat if I couldn't do itthen the whole image of "the dispassionateevaluator" was gone forever, I knew I hadno choice. Hoist with my own petard.

Luckily I could call for help. Not, thistime, from the loyal members of TESLOntario: having watched them put in count-less hours on the March Convention therewas no way that I could ask them to fall inyet again. But obviously a Meeting onEvaluation had to be Evaluated. We there-fore spent much of the last morning cajol-ling, urging and even bullying people intofilling out a bright yellow form. That al-most a third (63 out of 211) of the regis-trants did so is probably the best proofthat those who attended took the topic ofevaluation seriously.

It was Toronto that drew the raviestreviews, of course. There must be some-thing going between ad:, city and TESOL.The March Convention took place duringone of the mildest springs on record, theSummer Institute spread itself through sixweeks of the hottest, sunniest, most opti-mistic summer I've known in sixteen years,and the Summer Meeting happened slapin the middle of it. Small wonder, then,that on a scale of 1.0 5.0 the city scored4.7, second only to its transportation s) stem(but surely everybody walked?) and theamazing choice of places to eat (thanksagain Maureen Callahan and Ian Gertsbainand team for Toronto Discovery!). It wascomforting for me to know that accom-modation in location, quality, and servicewas also rated highly (over 4.5). peoplewho are rested and fed, I gucssed, wouldbe able to concentrate on and enjoy theintensive activities planned for this par-ticular Summer Meeting.

The Meeting itself started on the eveningof Thursday, July 21. TESOL PresidentJohn Haskell welcomed the audience onbehalf of the organization, and Ron Mackay(Concordia University, Montreal) gave theopening plenary on Relevant Evaluation.His broad international sweep set wideboundaries for the topic, and his defttouch did much to establish the relaxedatmosphere of the rest of the Meeting. The

TN 10/83

wine-and-bitries part) that follow ed helpedthings along.

Paper presentations, publishers' sessions,demonstrations and w orkshops began onthe Friday morning and continued untilSaturday. All except the publishers' sessionswere on some aspect of the Evaluationtheme, As usual, the assessments of theseofferings were mixed, but the overall judg-ment was that they were mainly between"O.K (the middle category) and "Excel-lent" (the top one). The comments underthe "What was the most valuable aspect ofthe Summer Meeting?" were equall) var-ied, ranging from "Contact with others inthe same line of business," "Keeping upwith the profession," and "Realizing I'mnot alone in the dark!" to "Having a singletheme," "The topic of evaluation," and "Theplenary sessions" (themselves rated at 13% er4.0).

Five other plenary sessions w ere sched-uled through the Meeting. Frida) startedwith Lyle Bachman (University of Illinois)describing (and hilariously acting out) TheRole of the Evaluator, Michael Long (Uni-versity of Hawaii at Manoa) followed afterlunch with Process and Product in ESLProgram Evaluation, and Carole Urzria(Lewis and Clark College, Portland, Ore-gon) closed the day with her illustratedpresentation on How do you evaluate yourown program at elementary level? Audi-ence reaction to the latter made me realizetwo things in addition to Carole's abilit) tocatch and hold her listeners. first, thedecision to gi% e as much w eight as possibleto"school" level hat obviously struck asy mpathetic chord and, secondl) , elemen-tary school people w ere present in signi-ficant numbers (according to the e% abla-tion, roughly half or the "school" attenders,which together constituted a third of thetotal respondents, w ere from elementary

Two plenaries on the Saturda) morn-ingJohn Sinclair's (University of Birming-ham) Evaluation of Language Skills Pro-jects and Michael Canale's (Franco-Ontar-ian Centre, O.I.S.E.) Program evaluation.Where do we go from here?bracketedother presentations, and the Summer Meet-ing concluded with an address from JimAlatis, TESOL's Executi% e Director.

The scheduling of activities (4.0), thelogistic information and assistance (4.0),the meeting rooms (4.1), and the overallorganization of the Meeting (..1) remindme again of the debt I owe to Irene Lepsand her staff in 0.I.S.E.'s Conference Of-fice for a job really well done. I was alsohappy to discover that the topic of theMeeting was judged "more-than-accept-

44

by Richard HandscombeProgram Chair

1983 TESOL Summer Meeting

able" (4.5), that almost 90% of the attend ersthought the Meeting was "about right" inlength (the rest judged it too short, and Isee their point), that 97% thought the num-ber of activities was "about right" (theactual numbers of attendees at presenta-tions, publishers' sessions, and publishers'exhibits can most easil) he described as"high"), and m) special baby, the MeetingHandbook, got a 4.5 rating (thank youagain, John Martins and Claire Pietrangeloof Jay Tee Graphics!).

Amongst all this adulation, I hear youcry, something must ha% e gone wrong??And of course it did. One question in theEvaluation Form asked "What was themost distressing aspect of the Meeting?",and I have a closely -written page of com-ments. "Cancellations" heads the list. Thefact that, relatively speaking, these werefew counted for little in so small a program:18 impels. 2 cancelled, 4 demonstrations. 1no-show , 8 publishers' sessions. 2 cancelled(on the credit side. 1 w orkshop, voluntaril)repeated; thank you, Jeffrey DiTuglio!).Sudden holes were very obvious. And if Iwere to do it 311 again I would do m) bestto arrange half-a-dozen "understudies"from the local community , if the) wouldhe kind enough to oblige.

My definition of a plenary as beingsomething to which ) ou don't in% ite im-mediate response w as not shared by somepeople. On a future occasion, I wouldcertainly consider asking plenary speakersto take part in a later question-and-answ ersession (or sessions?), either as indi%idualsor as members of a panel, perhaps. Further,the fact that not all the paper presentationsw ere as much on the evaluation" aspectof their topic as they might ha% e beencame in for criticism, as did the final o% er-emphasis on the post secondary level. Somepeople w ould ha% e elcomed practical"how to' ...formation, and if all were to doagain I w ould try to organize workshopsof this t) peon the opening day, if onl) theafternoon, of the Meeting. A lone % oicepleaded for time off from the concurrentSummer Institute to attend the Meetingfrom beginning to end hut, alas, creditcourses are subject here, as elsew here, touniversity regulations that make it difficult,though not impossible, for this to }tapper.

Other good suggestions ranged frombetter publicity and earlier notice of %%hatwas going to happenhere I w ould recom-mend that any single-theme focus, likeours, should seriousl) consider two ) ears'lead-time together w ith good publicity atthe two March Cons entions prior to the


11

SUMMER MEETINGContinued from page 11

Meetingand having one or two moregeneral presentations as alternatives to andrelaxations from the single-theme focus(we tried to do this with Publishers' Ses-sions), to the whole problem of alternativeaccommodation. Toronto, like many an-other city on this and other continents, isnot cheap. Perhaps host city people couldbe persuaded to offer accommodation,with or without payment, perhaps on bed-and-breakfast lines?

Despite the problems, 71% of the re-sponders said that they had "much" or"very much" enjoyed their experience atthe Meeting, and most of the others saidthey had enjoyed it "somewhat". Surprising-ly, to me at any rate, almost 90% said thatthis was their first TESOL Summer Meet-ing (despite the fact that 35 to 54 responderssaid they were members of TESOL) and,even more surprisingly, numbers were al-most equally divided as to whether or not,all other things being equal, they wouldattend a subsequent meeting organized onsimilar lines. Cost was the single mostinhibiting factor. On the other hand, about80% felt that a single TESOL SummerMeeting best suited their needs and re-sources, while a suggestion that such meet-ings be held every other year was certainlyprovocative.

In general, the attenders were an experi-enced group. Roughly 30% had had 1-5years' experience, 30% had had 6-11 years,and 30% 12-17, with the rest having 18+years in the field. All kinds of qualificationsfrom trainee to post-doctorate were listed,with an enormously wide variety of work-ing areas and present positions. 44% con-fessed to being from Canada (76% of thesewere from Ontario, but not all fromToronto), 40% from the U.S.A., and theremainder from Botswana, Finland, Israel,Italy Korea and Poland. Roughly 80% saidEnglish was their first :lnguage, twice asmany females as males :esponded, andmost of all respondents were in the 31-42year-old age-group. I'm not sure what con-clusions we can infer from these figures:do we conclude that of all those whocould understand the questionnaire experi-enced women felt most disposed towardsfilling it out? This kind of cautionary notewas evident throughout the Sun 'mer Meet-ing.

In one of my earliest pieces of cor-respondence, I said that, ideally, we wouldbe hoping for one of the best 48-hoursessions on Evaluation in ESL Programsever held anywhere. The most dispassion-ate interpretation of my data says that,although we didn't quite reach that peak,we didn't do badly. Over to you, Corvallis!

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A COURSE INC.A.L.L. FOR ANM.A. PROGRAMIN TESL

by William MeadUniversity of Houston

Note: If computers are io be a part of ESL, coursesin CALL are likely to become standard in our teachereducation programs. In describing one such course,this article 21ses several issues related to course contentand philosophy and addresses, in an immediate way,the question of what ESL professionals should knowabout computers. Responses to the Wiles raised hereare welcome, either as articles or as shorter reactions,which may be incorporated in a future column.

R. Schreck

'Ile rapid expansio of computer-based edu-cation in the lest few years has made a course inComputer Assisted Language Learning (CALL)a highly desirable addition to a Mast of Artsdt, program in TESL or applied linguistics.Since the computing weld pro%ferates alterna-tives and rapidly chanting technologies, it isvery important 1:5 setting up sucli a course todeemphasize tools, such as langunges, graphics,video, and sound. The stres, should be oncourse design and algorithms (logical sequencesof instructions to the computer, e.z. a flowchart)in preparing teachers to write and evaluate ESLcourseware. It is not necessary to use an author-ing language or the best equipment.

In my course in CALI, at the University ofHouston, we use the languages BASIC andLISP on a mainframe computer. Students havethe option of using their own microcomputers ifthey prefer. The course is organized aroundfive programming assignments, each related tosome aspect of one of the types of coursewaredesign generally employed in computer-assistedlearning: 1) successive frame, 2) scrambledtextbook, 3) adaptive teaching programs, 4)learner controlled programs, and 5) artificiallyintelligent tutoring systems. These five types ofcourseware are arranged in order of historicaldevelopment and each represents an increase inthe individualization of instruction.

The least individualized type of course design,called "successive frame," predates computers.It was developed by an educator named Pressey(1928). Pressey's course material was presentedas a series of "frames" that students were tomaster in sequence. Each frame presented in-formation and related questions. Today, a "suc-

TN 10/83

cessive frame" algorithm for computer assistedlanguage learning typically presents a rule orexplanation, followed by some type of exercise.Each student sees one hundred percent of thecourse material. There is no branching to sub-lessons. If the student's answer is correct, shegoes on to the next problem. If her answer iswrong after one or two tries, she is suppliedwith the correct answer and sent cn to the nextproblem.

A more sophisticated type of teaching pro-gram, called "scrambled textbook," was intro-duced by Crowder (1962). The student answeredquestions and the answers determined whatmaterial would be presented next. Crowder'sprogram branched the student to the next ques-tion or to another lesson, depending on theanswer she gave to a single question or severalrelated questions. When a student answers incor-rectly, a good scrambled textbook algorithmfor language learning shouid branch her, accord-ing to the problem she is on and the answer shehas given, to a sub-lesson that gives her anexplanation and exercise contrasting, when pos-sible, the meaning or usage of the student'schoice with that o the correct answer. In thisway, each student takes a unique path throughan individually prescribed sequence of lessons,

An important variation on the "scrambledtextbook" approach is an "adaptive" teachingprogram (Goldberg, 1973), i.e. one that branchesnot as a result of a single response from astudent but on the basis of a history of herresponses. It thus forms a model of the student,which governs from one session to the nextwhat material is covered.

A fourth approach to computer- .,listed learn-ing allows the learner to branch herself byselecting: lesson topics, explanations, examples,and easy or hard versions of exercises. A "learnercontrolled" teaching program of this sort maybe combined with an "adaptive" algorithm toproduce a program which makes suggestions toa student, on the basis of its model of her, as towhat she might do next. A simple example ofthis approach is provided by Brigham YoungUniversity's TICCIT system (1982), which willsuggest to a student doing well on the easyversion of an exercise that she go on to theharder one. A more complicated example in thearea of composit'on instniction is tln programin The Writer's Workbench system, pmduceclby Bell Laboratories, which "seat ehes a text forstylistic breaches and suggests alternatives"(Shostak, 1982). The Writer's Workbench is notthe kind of interactive instruction system thatTICCIT is, but it does Tovide an excellentexample of a system wilieh forms a model of acomposition writer, compares the model to astandard, such as The Elements of Style (Strunkand White, 1979). and suggests to the studentwhat her next step should be.

The most individualized type of computer-assisted learning reqt.ires the Ilse of two tech-niques from artificial intelligence: natural lan-guage processing and student modeling. "Arti-ficially Intelligent Tutoring Systems" for a vari-ety of subjects, such as geography and calculus,have already been developed (Sleeman andBrown, 1982), but none exist, as yet, for ESL.One important feature of natural language pro-cessing is that within the "world," or domain, ofthe lesson, student input need not be limited toa few acceptable correct answers. Another isthat such a system is capable of generatingquestions to gain even more information aboutwhat a student does or does not know. Theeffect of these two features is that they increarthe complexity and uniqueness of student-com-puter interaction.

146

The five course assignments related to thesecourseware design types serve not only to ac-quaint ESL teachers with CALL but also todocument the steady historical progression ass ayfrom the highly mechanical drill and practice of"successive frame" instruction toward inherentlycommunicative tutoring systems. They also un-derscore the fact that increased individualizationof instruction is the primary justification forputting lessons on computer rather than in aworkbook or programmed text.

About the author. William Mead is a systems analystand manager of Instructional. Research. and Infor-matIon Systems (IRIS), Enghsh Department, Universityof Houston.

REFERENCESCrowder, J. 1962. Intrinsic and extensive programming In J

Coulson (ed.), Programmed learning and computebasedinstruction New York John S'iley and Sons, Inc

Goldberg, A 1973 Computer assisted instruction the applica-tion of theorem proving to adaptive response analysis Tech.nical Report 203 Stanford Universit) Institute for Mathema-tical Studies In the Social Sciences.

Pressey. S. 1928. A simple apparatus which gives tests. andscores and teaches. School and Society 23 373-376

Shostak, R 1982 Computerassisted composition instruction.the state of the art. In J. Lawlor (ed.), Computers in compost.tfon instruction. Los Alamitos, California: SWRL EducationalResearch and Development.

Sleeman. D. and Brown. J.S. 1982. Intelligent tutoring systems.New York: Academic Press.

Strunk, W and White. E 11. 1979. The elements of style NewYolk: McMillan Publishing Company.

Merrill. M.D. Schneider. LW., and Fletcher. K.A. 1980.T/CC/T, Englewood Cliffs. New Jersey Educational Tech.nology Publications.

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Edited by Howard SageNew York University

ON TESOL '82: PACIFICPERSPECTIVES ONLANGUAGE LEARNINGAND TEACHING

by Mark A. Clarke and Jean Handscombe, eds.1983. Selected papers from the 16th AnnualTESOL Convention in Honolulu. TESOL, 202D.C. Transit Building, Georgetown University,Washington, D.C. 20057 (340 pp. $10.00 toTESOL members; $11.50 to nonmembers).

Reviewed by Jim NattingerPortland State University

On TESOL '82, a collection of papers fromlast year's Hawaii convention, demonstrateshandsomely the wide-ranging interests that havecome to dominate our yearly meetings. Subjectsrange from language planning to evaluations ofcurrent ESL approaches and along the waytouch on sociolinguistics, second language ac-quisition, discourse analysis, and linguistic the-ory, among many others; yet in spite of thisdiversity the editors have been able to tietogether common themes and have grouped thepapers into four coherent sections. The result isa book that will be very useful for ESL andlinguistics teachers.

Section One, the most general, is sociolin-guistically oriented, and contains discussions ofHawaiian Creole English, language planning inNigeria, the constraints on EFL programs inChina, and the growing minority position ofnative speakers of English. Perhapc the mostvaluable article in the section is Mci-ill Swain'sdescription of principles of successful bilingualeducation, sonic of which go against popularbelief about how bilingual programs should beorganized. Summarizing from personal experi-ence and current research, Swain argues thatteachers should develop the child's home lan-guage before worrying about the second; separ-ate the use of the two languages in the classroom;and let students know why bilingualism will bea "bonus" for them.

The best papers in Section Two discuss cur-rent approaches and, as the editors say, "dial-lenge assumptions." They certainly do that.Maley cautions against prophets of a One TrueMethod, and Scovel, frnoi a cross - cultural per-spective, comes down hard on notional-func-tionalism. humanism, and the egocentrism ofcertain authors (one of whom has an article inthis section), though the alternative he offers isa rather vagur exhortation to redirect ourselvestowards 'language.' Widdowson, perhaps theleading exponent of Communicative LanguageTeaching, is much clearer about what directionan approach should take: we are allpostlearner, native speakerprimarily users of 'an-gnaw rather than learners of it, and we havelearned to make do with whatever bits ant

,Reviews.

Reviews amirequestsfoi,review guide-'lines - sliouldAae sent ,Howard. Sage; Atifeilean Linguage Institute, Nel.V,York University, 1 Washington SquareNorth, New York, NY 10D03;USA.

10/83

pieces of the language are available to us formaking meaning. Our behavior is more rule-guided than rule - governed, he feels, yet hisessential creativity is usually penalized in learn-ers, whom we guide to a "cosmetic correctness'.The next paper by John Schumann is perhapsthe most significant in the volume. It begins byciting contradictory claims made in secondlanguage acquisition research, then quickly be-comes an important discussion of the relation-ship between metaphor and discovery in general,for Schumann feels that "viewing certain theo-retical constructs as metaphors will help ourunderstanding" of such divergent claims. liegoes on to describe sonic differences betweenscientific and artistic metaphors and claims thatthere would be many ads antages to %less mgsocial science research as art instead of asscience. This is a stimulating discussion, notonly for the questions it raises about the objec-tivity of certain research, but also for the pos-sibilities it suggests for definition in ESL. Couldthe vexing problems of defining "approach,""method," and "technique" be alleviated byresorting to other, more artistic sorts of meta-phors, for example?

Section Three concerns conditions for lan-guage learning. Schachter, and Long, both dis-cuss appropriate input requirements for lamguagc learning, and Schachter, especially, pre-sents a good summary of the research in thisarea. Fillmore describes the Berkeley IndividualDifferences Project, which among other thingsattempts to characterize good language learners,and claims that although relevant characteristicsof good learners appear to be varied and generalstatements about them hard to make, languageitself is always best learned when it is presentedas "both an object of instruction and a mediumof communication"; that without this connection,"language is simply not learnable."

The last section is the most varied, containingarticles on ESP, discourse analysis, lexical -func-tional grammar, and others, and all are worthreading Two of them, in fact, are necessary,for they attempt a tighter definition of whatmore and more are talking about in the literaturethese days, Communicative Language Teaching.Since CLT is being developed on both sides ofthe Atlantic, it is not surprising that these twopapers are by Canadian colleagues, who areperhaps more in a position to es aluate thecontribution from both Europe and NorthAmerica. Vogel admits that there is a "widedivergence" of communicative programs, butattempts a synthesis of what makes a learningprogram 'communicative by exploring some ofthe ways in which language learning is aninteractive process, enhanced by authentic input.Malden goes further and sorts through the con-fusing directions CLT has taken recently, andpresents some questions that base yet to beresolved. Which is of more interest, communi-cative methodology or communicative syllabi'sdesign? Which ought to be developed first?What arc Axe - versions of each? As a smn-mars, or lice and a suggestion for

s article is invaluable.Mkt,. . ' , hasty typos and the polite

inclusion. %oh, of windy articles, OnTESOL 2 is a 'one, up.to-the-minute,useful bo c that would pc an exceient back-uptext for a arse in applied linguistics, or one insociolingu. tics for that matter. For TESOLmembers themselves, the book offers a fineview of the State of the Art.

Jim tiattinger Is professor of English Anti fingus.tha to thek:ngl'th Departtnent at Portland State enherstty, Portland.Oregon. 1d8

FITTING INby Margaret Pogemiller Coffey. 1983. Prentice-Hall, Inc.: Englewood Cliffs, New Jersey 07632(vii + 199, pp., 89.95).

Reviewed by Ada P. SnyderColorado State Univosity

Es ery one interested in an ESL textbook forspeaking skills with a functional approach tolanguage plus culture learning at a high begin-ning to intermediate level should look at thisbook It has a refreshingly different and actin eformat that is predictably workable in the class-room and s aluable to the international student.

The book contains ten chapters, each with alanguage learning objectis c of two to (is c re-lated functions gratitude, compliments, andcongratulations, for example (Chapter 5). Eachchapter includes four activities which (1) pre-sent the functions one at a time, (2) practicethem, and (3) use them with variations in theform and order of the exercises, proceedingfrom complete control to little or no control.These steps are followed for each function andits response and then supplemented by numer-ous activities including many. roleplays. At theend of each chapter is a "Putting It Together"exercise (4) which culminates the entire unit,and a short discussion exercise called "StickySituations" in which a couple of situations foruse of the functions goes all wrong.

The emphasis of this book, aside from lan-guage learning, is on student centered activityin which the student quickly produces appro-priate spoken language and body language inan amazingly wide range of situations. Thedirections for activities are succinct and unam-biguous; the variety and reality of the situationsare excellent; the amount of material leavesflexibility for teacher choice to suit time restric-tions and/or appropriateness to the class. For-mality versus informality is clearly indicatedand then proper dialog is chosen by the studentsaccording to who the communicants areboss/employee, close friends, older woman/youngman, etc One exercise has the students movingabout the room using their newly learned skillson each other Another gives the response, andthe students build the dialog that leads to thatresponse.

The exercises involve a variable number ofstudents, but always at least two talking to eachother (not to the teacher), complexity increasessteae:ly but gradually; the exercises and chartsto fill in have ample examples, some are suitablefor testing (mix and match, multiple choice, orselected roleplays). And every unit sends thestudents out of the classroom to do specifictasks and return with a filled in chart. ideallioniework.

Furthermore. there are pictures, they arenumerous, humorous, uncluttered, clear inmeaning, culturally accurateadjuncts ratherthan distractions. The book is adult, excludesmemorization of a cast of characters, is neversilly and certainly never dull.

Some teachers and students may feel that thebook lacks attention to its rich array of s ()calm.lary; but as a matter of fact, it puts a reasonableresponsibility on the student with support of theteacher. Students addicted to rule learning mayfeel uncomfortable for awhilethe format lendsitself to almost subliminal learningbut theywill soon find that they are able to functionsuccessfully and with confidence in an English


15

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18


1 d9TN 10/83

THE THIRD LANGUAGEby Alan Duff. 1981. Perga:non Press, Headington Hill Hall, Oxford OX3 OBW, England. AlsoMaxwell House, Fairview Park, Elmsford, NY 10523 USA. (150 pages; paperback, 811.95)

Reviewed by Phyllis Ryan and Brigitte ChavezUniversidad Nacional Autonoma de Mexico

The main difficulty facing the translator isthat of obtaining in the second language animpact similar to that of the original language(Nida, 1974, 22). The product of a translationwhich does not satisfy this need for equivalenceis a "third language." Alan Duff's book, TheThird Language, is an ambitious endeavor todemonstrate the importance of the equivalenceof impact by analyzing the negative aspects ofthis third language.

The author examines the end product to see ifit is acceptable or unacceptable, a faulty orquestionable text. He searches for the problemswhich a translation reveals, without claiming tomake his book a manual for correct translation.His aim, as stated, is to focus on recurringtranslation problems/difficulties, and to indicatemeans of overcoming them. All of the sourceshe selects are those with "high editorial" stan-dards, although he fails to define this termclearly.

Chapter One serves to introduce and organizethe content of the book and to prepare thereader for the six chapters which follow. Itreviews some of the problem areas which existwhen the reader cannot go to the "fountain" buthas to depend on the 'water jar." The thirdlanguage which can result when the translationis faulty is the cause of Duff's concern. Hetherefore addresses himself to six general areas:From Thoughts to Words, Frost, Words toWords, Structures and Idioms, Cl l le, From OneWorld to A.iother, and Cultural Differences.Translation excerpts are introduced in this chap-ter. Their presence in an Introduction, however,is questionable.

In the part entitled "The Word Alone: LexicalProblems," the author examines the problemsof appropriateness, meaning, padding, and gut-ting, as well as the importance of word order.The appropriateness of any lexical item withinany text will depend on the consistency existingbetween the register of the text as a whole andeach particular lexical item. What Duff refers toas "register" includes "tone" as well as sonicwords which can be "too emotive and power-ful," "informal speech," or "neutral or semi-neutral." The influence of the source language(SL) is again believed to be of sonic importancesince a literal translation may not necessarilyconvey its "tone" or "register."

The chapter on meaning focuses on the ne-

ccssity of thinking in the target language (TL).It stresses the difficulties inherent in the use ofbilingual dictionaries. Although they proposeseveral translations for a single word, they oftendo not indicate the context.

It is also important to be aware that thetranslation should represent the best possiblecombination of the "dictionary definition, theauthor's intended meaning, and the translator'sown interpretation of the word or phrase" (17).This brings us to the problem of clarity of styleand/or meaning in the SL text and of the originsof this lack of clarity. If the lack of clarity is dueto the personal style of the author, should thetranslator respect the author's style or should heattempt to clarify the author's ideas? Accordingto Duff, "consultation with the author is... thebest solution" (20), but that may not always bepossible. If the lack of clarity is caused by aword whose connotation has no absolute equiva-lent in the TL, this brings up the problems ofover- and under-translation. These problemshave to be solved according to the rules of theTL.

Clearly, some items could be considered un-translatable; for example, "paprika" and "sauna."Duff proposes a few interesting solutions to thisproblem on pages 20.30.

Chapter Three is divided into five sections:Punctuation, Choice of Structures, Word Orderand Emphasis, Tenses, and Structure and Mean-ing. Duff begins with a cartoon about ''acperfect interpreter from Asterix the Legionary(the interpreter who can switch from Gothic toGreek or from Latin to Egyptian at will). Thenin his sub-headings, Duff examines problems intranslating from the SL to the TL. It is true thatthe excerpts he considers illustrate problems ofstructures; however, at times they seem to re-flect the translator's own writing skills as well."Punctuation," svhich takes up one quarter ofthis chapter, would seem more appropriate in aguide for good writing, such as Sir ErnestCowers' The Complete Plain Vords. whichDuff refers to when discussing verbosity inprepositions. It is difficult to agree with Duffwhen he states in the introduction that this bookis "not intended as a guide to good writing or amanual for correct translation" (xi). The oppo.site svould stem to be true.

Under the sub-heading, "Word Orde' andEmphasis," the author discusses the "foreignring" of a passage and then proceeds to illustratethe odd choice of words made in a translation

FITTING INContt.iued from 1:..ge 15

speaking environment.Ms. Coffey has put together a huge amount

of material, skillfully graded it, and answered areal need for a sociocultural language learningtext in which the teacher is actually in thebackground, the student in the forefront. Non-verbal body language is dealt with extensiv,ly,directly and in a very sensitive manner. Theelements Ms. Coffey has combined may wellbe, for the international students, a key to NorthAmerican language and culture, learned bypracticing and doing.

Ada P. Snyder 5e the language lab supervisor for theIntensive English Program at Colorado State Univers-ity in Fort Collins, Colorado.

TN 10/83

TRANSLATION SERVICES DIRECTORYNOW AVAILABLE FROM ATA

The American Translators Association (ATA)has announced that the fifth edition of theTranslation Services Directory is now available.The directory's purpose is to help translationbuyers find translators experienced in the de-sired language combinations and subject fieldsThe new edition ft indexed by more than 40language combinations into and from Englishand by more than 90 subject areas.

The price is $24 per copy plus $1.25 per copyfor shipping. Prepayment is required and mustbe by check or money order in U.S. fundsdrawn on a C.S. bank. Direct orders to Rose-mary Malia, Staff Administrator, ATA, 109 Cro-ton Avenue, Ossininv, NY 10562, U.S.A.

ft ,,150

of Maurice Nadeau's 1.e History of Surrealism.Why Duff interrupts h. text with this aside andthen continue. to discuss the value of wordorder is not clear. His aside might best havebeen included in the sub-section of the previouschapter, "Word Order: Reference and i.gree-mcnt."

Tho problem of metaphor and that of profes-sional language and jargon are the two areasthat form Chapter Four, "Idiom and Meaning."Metaphor can be considered as coloring and isdefined as an idiomatic use peculiar to language.Translation of metaphors is difficult because oftheir uniqueness; it can be made all the moredifficult if the SL text includes mixed meta-phors. However, one has to be conscious of thedifference between metaphor and idiom: theformer clinging to the power of imagery, thelatter comprising a set expression.

Euphony (defined by Duff as rhyme, rhythmand assonance) is considered an inherent part ofmany metaphors, folk sayings, advertising catch-phrases nr political slogans. The only solutionfor the translator is, according to Duff, intuitionand a "good feeling" for both the SL and theTL.

According to Duff, professional language is aspecialized language understood by the men].hers of a prole -sion but not by the generalpublic. It is to be differentiated from "jargon,"which is "to professional language what senti-mentality is to sentiment: a decadent form"(98). It is thus too obscure for everyone andimprecise, a parasite on professional language.The translator's problem in this particular caseis to know the more specialized forms of eachlanguage and to think of the reaction of thenative reader.

Different languages divide up reality differ-ently. The translator thus has to consider theimpact on the reader of the texts (SL and TL).It is easy to fall into the trap of writing in a thirdlanguage, which would be an intermediate stylebetween the SL and the TL. To avoid takingthis risk, the author advocates the use of adictionary of synonyms. Nevertheless, one canalways wonder about who the translator shouldbe.

Chapter Six rather abruptly concludes thetext. Duff draws the reader's attention to whatmay have been uppermost in his mind all along

public opinion. His quotations illustrate thepublic's attitude, because flaws in translationattract more attention than positive points do.Anticipating a rather negative reaction to irisbook, he implies that his examples arc notintended as bad translation solely, but as exam-ples which can be improved. Assuming that thepublic believes translation to be inherently de-fective, Duff appeals to the reader ("Please donot shoot the pianist/He's doing his bes :. ")while offering slight comfort to the translator.

A book based on a string of translation ex-cerpts is a unique book. In a field where theo-retical hooks abound, it is refreshing to find abook which focuses on practical aspects oftruiziation. Nevertheless, the need remain, fora texttmok with more precise translation tech-niques.

ABOUT TUE REVIEWERS:.11)11i% 0 an and Brigitte Chaser are members of the bensrtaniento di Linguastu. a Aplisada. Centro de Ensenanea deLenguas Estran fecal. I. niversIdad Autonotna deMester).

AEFERENCESCossets Sir Ernest llevned b1 Sir Bruc e Fr Oil 1945. reprinted

1918 The complete :den north Ness Itork P stguin PressNish*. Eugene and Clark. Taber. 1974 The theory and yractice

of irarulatton. sot. III. Leiden: E. J. Boll.

17

!RECENT:DONORS,T.0-MA.RCKWARpt-FUND

tEsOL.offieerS and' staff wish , to ex-press deepeaPPreciation-te the follow-ing persons:whO made contributions totheAlbert H. MitickWaidt;AemOrial FundOver the pas.t.keir. Because Of their gener-oiity, seven-,giadtiate,ituaentis:received

Tartial financial support to attend the 17thannual: convention, in Toronto in March'1983:

Jobn'A. AlbertiniJane H. 'AlexanderWalter P. Allen

loria AnzilottiKathleen-M.,BaileyMargie; S. BernsJ.Donad*BowenShirleylk Braun_Roger BurrDonald'R. IL ByrdAnnaVhFChainotKatherine.t.,ClowardHarrington E.. Crissey, Jr.Robert F. DakiiiMaria,T.:De liFuPoteJul Glenn )ulmageMarCella Frank.

Else HamitYanRoseanne Thoiniii HarrisonJohn F. Haskell:.

Evelyn HatchNancy Maisto HewettC. A. HineSuhail Mohiul IslamElliot L. JuddKathy Reyen JuddB. J. KellerMargaret A. KlingensmithGloria I. KreisherDarlene LarsonPenny LarsonMarcelle LondonAnna'Maria MalkocV. W. MasonHarriet MerrimanLeah D.'MillerBeth MorrisMargaret'MnenchGoldie NadkarniAdelaide.H. ParsonsElizabeth Platt.Wallace L. ?FetzerJessie F. QuerryLilillabelzHeymannBetty 'Wallice^RobinettPeggy-Rlicli:ignezAn*F.:,SarriocfAlleen-Marie' 4oke,SchmidtTiiiiiy:SchWabeFrederic E.,ScofieldLibby ShanefieldFern SparksBetty K. TaskaConstance TellmannThai TESOL

Thomas Buckingham AssociatesDenise Ann TiffanyP. TrowbridgeC. V. von SchonRuth E. WinebergSheldon WiseNancy M. WorksGrace Scott WylieLaVan L. YepezRichard YorkeyRoyalties from.Viewpoints on Englishas a Second Language, (Regents)Marina Burt, Heidi Dulay and MaryFinocchiaro, editors

MARCKWARDT AWARD -RECIPIENTS

Seven graduate studentsin-TESOL re-ceivecLfinancial help to attend this year'sconvention in Toronto through the AlbertH. Marckwsirdt Memorial Fund which issupported by donati.ms froth TESOLmembers. Their;names are:.

Jim Batten, Oklahoma StateUniversity

MariatEberly, Michigan StateUniversity

AntelialCreitzei, University of IllinoisMirial:Larsen; Brigham-Young

UniversityLeland'McCleary, University of

California-Los Angeles.Joanne Nakonechny, University of

British ColumbiaRobert C;.:11Orn, University of

Wisconaln.

Nelson ELT

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18 151 TN 10/83

,FALL 190COMING CONFERENCES

SPRING 1984SECOND LANGUAGE RESEARCH

FORUM AT UCLKON NOVEMBER 11-13

The fifth'Las Anieles'Seedrici Language ite,search FOruin (SLRF), will beheld November11-13;;1983 at the'UniVersitY cif:SOUtherri

pleriarYSPeakeiSWill be ChristopherCandlin,-StephenKrashen,ITriey Terrell; andMerrill SWain:there will be papers in the areasof Second langiiage", teaching, langtiage acqUisi-tiOn research; discourse analysis, ipterla*aie;and pi JilbiOgk: WisCiafliarier on computer=.

assisted instruction discusi the apish:Caticincif,CAI to second language learning andthe relaticiiihiP of work on artificial int elligeneefo,cOMPuter-assisted language lealiiiiii:For'rei-istration-Inforrnaltion:Contaeil ,Roains-Altinan;SLRF -$3':Ccinference Chair; lnerican-Lin'guage Institute3EF ofSouteinCalifonna,'Univerliti Park MC4294;LOS An-gelei,GA 900894441. Telephone: (213) 743;2678:

.ESL IN -THE:REALTliEME:OF-MITESOL CONFERENCE,

ESL in the Wm-41:1984 is the theine.otthel4iTESOL Tall'COnierence beingheld atEastein MiChiganUniversity,-,Ypillenti, Michiganon Saturday, Novenibei:12. The keknote_sPeakeris johnHasliell;Preaideni of TESOL. The first.vicelliresident;,Charley- Blatehfaisd; alscparticipate. One of the main issues to be dis-Cussed the . of CertitientiOn inMichigan. Further fnfoimabon is available from:7:thy Day, DepadineneolForeign Languages,219 New,Alexander;EalteriMiehigEinUniver-iity, Ypsilanti, Michigan 48197.

EIGHTH' ,ANNUAL NATIONALCOMPETENCY7BASED,ADULTEDUCATION ,CONFERENCE

The eighth annual national CoMpetel---* BasedAdult Educaticin-Conference :ield inNew York City- On_ November 28-30. The con-ference addie4s sonie:of the critical issuesfacing the field, and presentations will also beMade on some of the recent developments ineducational technology, adult -basic education,ESL, hilliness and industry alternativegerMidary programs. sPedial feature of thisyear's program-,wilLbe"a one -day introductionto CBAE for adiilledileatois who maybe newto .the field'or.Vho may he attending their,firstCBAE!conferenee. The CBAE ,cOnfererice isscheduled just before the of the 'Ained;can AsiociationlOrAdult and,Ccintinning'Edu-cation -1AAACEy. in 'Philadelphia: To accom-modate theinaiiy,peciPleWho will be attending,kkACE,,aiiiiigementihn`ve"been made to hMre-,buses frOni-NeW YOrk4O;PhiladelPhia on VPid-neidaY, NO%;:eniliei-r391h;ag,,no !extra- cost tO,CBAE conference participants. Beeauke adVancenotice -'is 'required;- 'buses can -OnlYibe made-available to people wh o Pre-register by-N

The registration-28=30.is $50. For furtbeilUfciiin-aboii;. :te:'Lesleeopiienheith 20 -Ronin-126,166 Essex Street,New York NY :10002..Telephone: (212) 777-55A

CALL FOR PARTICIPATION IN THENYC APPLIED ,LINGUISTICS

-CONFERENCE

The Sixth annual NeW York City Applied Lin-Confereiee will take place on January

21; 1984 at the B-OrOugli Of Manhattan Commu-nity,,College, isy2NYS TESOL andthe Borough of Maiihatian Community College,CUNY: Paiiers inVOlVirig langilige learning andjeaChing,,pSycholingin tics, sociolinguistics, bi-

bilingu.' al :education :ind any otherarea linguistics , will be weleOine.'Reports of finished projects as well as worki inProgreiS Mak, be subMitted::Send three copies

. of-41.00:iWord ,ab`siraUt 'bio-dataititemene,to Mary-:Yepei, do Fred Malkeniel,American ge histitilte,iveW Yoik

l'Washingtim Square NOrth; New York,N.Y. 40003:'beeisions about abstracts selectedWill bernailehY Dee-ember QuestiOns? Leavea message forN,

CULTURE;, CONTACT ANDCoMMUNICATION 'IS" THEME OF

tEAL. '84;MARCH, 15-17

The theme cs Ihe-17thannual convention ofthe-Asiociation of- Britiih: Columbia(Teachers of Efiglilh as an Additional Language)

contact and Communication. Con-vention CO-chairs, Of, the T.E.A.L. 114-meetingare Ann' Hinkle-and, Penny Perry who haveannounced that call kir papersinfOrmationinaybe ohtiiiied -from June Dragman; c/o V.C.C.,-King -EdWar d Campiis, 1155;East Broadway,Vancouver, British Columbia V5T 4N3, Canada.Registration information- is available from:Registrar, TEAL '84; 6529 Dawson Street, Van-coUver, B.C. V5S 2W2.

RELC REGIONAL SEMINAR INSINGAPORE, APRIL 23-27, 1984

The Southeast Aiian Ministers of EducaticnOrganization (SEAMEO) Regional LanguageCentre (RELC) will hold its 19th regional semi-nar, April 23-27, 1984, in Singapore. Theof the seminar is Communicative LanguageTeaching.

The. objectives of the seminar are 1) to con-sider the applicability of the communicativeapproach to language teaching in the variousccuntries' of 'Southeast Asia; 2) to review thetheoretical:Concepts:that are relevant to com-municative language teaching; 3) to discuss-how these concepts, relate to syllabus design,,material development; teaching methodologyand evaluation; 4) .to explore specific applica-tions oUthe:, communicative approach in the

assroom, including, the appropriate use of-educational jechrilogy; and 5), to examine thefactors involved in planning and implementingcommunicative lanituage programmes in South-

east Alia and elk-where:,TUitheinfOrniatioi and invitations to partici-

pate"- in the Seminir, cap ,-be obtained fromChainnan, ELC Seininar Planning Committee,'SEAMEO.,Reginiial 'Language Centre, RELC

Orange Grove Road, Singapore,1025,,Republic of Singapore.

I

SYMPOSIUM ON CURRENT APPROACHESTO SECOND LANGUAGE ACQUISITION

MARCH 29-31

The thirteenth annual Linguistics Symposiumat the University of Wisconsin-Milwaukee willb. held March 29-31,1984, on the topic CurrentApproaches to Second-Language Acquisition.Invited -papers only. Scholars representing abroad spectrum of approaches to second lan-guage acquisition will ()Udine their theoriesand/or methods; Prominent specialists in devel-opmental PsycholinguiltieS;sociblinguistics, andneurolingnisties proVivie. background. per-spectives. To conclude- the confei-enee;, twosenior scholaig with outstanding secorid-lan-gaige,credentials wi l piovide,ciitical coinPari-Sons,and dis-euisionS of the presentations.

=SCheduledirieakeri include Earl SteVick,-Berznand Spollky;Hanir Wiiiiaker3oshi.taJohn 'Schiimann;',EVelynHatCh;-StePhein 1Crash.jen; Chrisqin-Adjeinian, ElainiTarone, RobertLade), ried Eelaniii,-;CalebCattegno,j'enny,belle janies Asher, and 'others. FOrdetails, write- Barbara- Wheatley, LinguisticsDepartment, L/WM,Ailwankee, WI: 53201.

IATEFL TO MEET APRIL 25- 27; 1984IN THE NETHERLANDS

The International:Assodiation ofTeachers ofEnglish, as a 'Foreign Language announces its18th international conference in Groningen, theNetherlands on April 25-27, 1984. The theme ofthe three-day conference is Ways in,' WhichTeachers Teach and Learners Learn.'For infor-Mallon, write 'to: Mrs. Thomas, IATEFLExecutive Officer, 87 Benders AvenC., Tanker-ton, Whitstable, ICent,'England CT5 2HR. Thedeadline 'for registration and reservation of ac-commodation is January 21, 1984.

ILLINOIS TESOL/BE

Illinois TESOL/BE is happy to announce itstwelfth annual state convention to be held at theAmericana-Congress Hotel, Chicago, Illinois onFriday, April 6 and Saturday, April 7, 1984.Illinois TESOL/BE extends an invitation to theconvention to all. persons interested in ESL,bilingual education, adult education, appliedlinguistics, culture, testing, and related topics.

The call for papers for the convention isavailable and abitracts are be due December15. To receive it or for further information,please contact David Barker, Maine East HighSchool, 2601 W. Dempster, Park Ridge, Illinois60068.

WHIM CONFERENCE ONCONTEMPORARY HUMOR,

MARCH 28-APRIL 1, 1984

The 1984 WHIM (Western Humor and IronyMembership) -Conference will beheld 'fromMarch 28 to April 1 at the Phoenix TownhouseHotel. The theme for the 1984 Conference isConteMporary Humor. Pipet proposals will beaccepted until January' 1, 1984. For fu therinfOrmation, write to: Don L.F. Nilsen, WHIMConferences, English Department, Arizona StateUniversity, Tempe, Arizona 85287.


19

November Noi thern New England;TES0p;

November 4`4, --,TEXTBSOI2§6te.

L;EI'Paso Texas

November' 5'

&O've*ber,44:.

Novemlier11 12

lioVernber,d142;

TESOL'Italy, ConVenticn,.

"BATObt;Towson;.` MarylandxHCTE Convention,

:LOA BES_OL;.`

Bloomington;3lndiana:

Ve-46iSiti611:-

oyernkii";12; EXTESOVII^San Antonio

*Veinberi17 -1:8,!'COTESPI;

:Novembei`18-19,Ohio;TESOi:Convention;Akre

;November JALT Convention;;Tokyoi

'iso_Vehib`er:,§A* 0...SIASSOCirition ofOntari6,_

*TO o

.084.January't 28 Illinois I'ESOL B_ E;

:Workshop,: r

-'1**116-1:

y-'44-A0*Alabaina--Maicii.iial '_ :18th AnrinatTESOI:

igiick-10f

.40'0No-Veriihei

November 12 f; >fltITESOCConvention March

r.(16W_6.01.;

,.4.C!-Association of 'TEAL

ParisCairceitieut TESOL,

0:40i*March V30 -31'

April 6-7

APO: 13:0

SAgri1 28-

MayM +43;

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intennolijitahi-:#SOL,coiii",:ention;

,IllinoisLogan;; Utah,

_

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CATESOL"coriventiOii,,,San;, Jose California:

Wester flle;sOliio:T'enness'ee TESOL

Convention r`

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The editor"- :13-Agez,js1.14arY:An*:-'

t!)iii*61i;Eiikb:WT610.1ficiti)*S4-ii7,'84627: Send.Af =`

and additionai;news items to'her >by the-deadlines stated on page 2 ofTN

A Rich Blend of Fact and Fantasy...A Firm Foundation in Grammar...Student-Centered.

ODYSSEY A Communicative Coursein English Kimbrough, Palmer, Byrne

Odyssey is a six-level program designed especially for teenagersand young adults, offering many innovative features:

CONTENT UNITS Covering topics such as art, history, geography and scienceSTORY UNE UNITS Providing a context for spoken forms of languagethrough dialogsA GRAMMATICAL SYLLABUS Students learn structures not as isolateditems, but as building blocks that can serve their communicative needsA STRONG READING COMPONENT Offering texts on a wide range of topicsin a variety of styles, to help students develop reading skillsEXCEPTIONAL COLOR ILLUSTRATIONS The most visually exciting seriesfor secondary students availableA COMPREHENSIVE SERIES Each level of Odyssey contains a Student'sBook. Teacher's Manual (with reproduced Student's Book pages)Workbook and tv Cassettes

For more information, please contact us at our new address and telephone:1.1111.plan English Language TeachingLongman Rimow 1560 Broadway

New York, N.Y. 10036(212) 819-5300

20

153 TN 10/83

:

Arizona State University, Tempe. Positionopen for assistant professor in applied linguistics.Requirements: Ph.D., teaching experience, andpublications in TESL. Apply by November 15,1983. Send letter of application, resume anddossier including three letters of recommenda-tion to: Professor Nicholas A. Salerno, Chair,Department of English, Arizona State Univer-sity, Tempe, Arizona 85287.

American Language Academy, Pueblo, Colo-rado. ALA seeking qualified faculty beginningin January '84. Master's in ESL or related fieldwith extensive experience. ALA relocating fromColorado Springs to the University of SouthernColorado, Pueblo, as of October 17, 1983. Sendresume and recommendation immediately to:Director of Curriculum, American LanguageAcademy, University of Southern Colorado,2200 North Bonforte Boulevard, Pueblo, Colo-rado 81001.

Iowa State University, Ames. Non-tenure trackposition for adjunct assistant professor to teacha courseload of three ESL classes per semesterin grammar and advanced composition. Ph.D.and ESL teaching experience required of allapplicants. Overseas teaching experience pre-ferred. Three-year non-renewable appointment.MLA interview or interview in Ames at appli-cant's expense required. Salary $17,000 plusfringe benefits. Position available mid-August1984. By December 2, 1983, send both applica-tion and resume to: Frank E. Haggard, Chair,English Department, Iowa State University,Ames, Iowa 50011.

University of California, Santa Barbara. Posi-tion for full-time ESL program coordinator andlecturer anticipated beginning July 1, 1984. Mustbe able to supervise ESL teachers and teachcourses in applied linguistics. Requirements:Ph.D. in language acquisition; also at least threeyears of ESL teaching experience and one yearof ESL administrative experience. Experiencein foreign languages highly desirable. Send ap-plication, including resume and three letters ofrecommendation by November 30, 1983 to:Professor Charles N. Li, Chairman, ESL SearchCommittee, Linguistics Program. University ofCalifornia, Santa Barbara, California 93106.

San Diego State University, California. Appli-cations invited for Director of the AmericanLanguage Institute (ALI). Qualifications: M.A,in TESL, Linguistics or related field required;Ph.D. preferred. Experience in student recruit-ing, budgeting, contracting, supervision of pro-fessionals and clerical staff, ESL curriculumdevelopment and teacher training. Ability towork with campus faculty and administrationand foreign government representatives. Willingto travel. Salary and benefits competitive. Ap-plications close October 31. Position beginsJanuary 1, 1984.

Send letter of application, transcripts, resumeand three letters of recommendation to: Em-ployment Division, San Diego State University,San Diego, CA 92182.

Saudi Arabia. Robert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for present and futureopenings at its programs in Riyadh and Taif.Please direct inquiries to Robert Ventre Associ-ates, Inc., 10 Ferry Wharf, Newburyport, Mas-sachusetts 01950. Telephone. (617) 462-2250.

University of Florida, Gainesville. Directorof the Program in Linguistics. Appointment be-ginning Fall 1984; associate or full professor;salary competitive. Appcintee should have bothstature as scholar and administrative talent.Area of specialization is less important thanbroad perspective and leadership ability. Appli-cants should send resume and names of refer-ences (with addresses and phone numbers) byJanuary 15, 1984 to: J. W. Conner, Chair, Lin-guistics Search Committee, 162 Grinter, Univer-sity of Florida, Gainesville, Florida 32611.

North Texas State University, Denton, Texas.Director needed for Intensive English LanguageInstitute to begin November 10, 1983. Qualifi-cations: Ph.D. in ESL preferred; ESL teachingexperience and experience ir, administration ofan ESL program required. Duties include super-vision of 16-20 instructors, 160-200 students asemester, assistant director, program specialist,secretaries, student workers; budget; personneland all administrative paperwork. Salary:$20,000-25,000 for 12 months depending onqualifications. Send resume and references to:Nancy Sandoval, Box 13258, Denton, Texas76203. Telephone: (817) 565-2003.

Dammam, Saudi Arabia. Sperry Arabia Limit-ed has immediate openings for ELT instructorsat the Technical Institute for Naval Studies ofthe Royal Saudi Naval Frees. Requirements:B.A. and a minimum of two years' experience inTEFL/TESL. Competitive salary, R Er R, homeleave, housing, meal: transportation and otherbenefits provided. Call Bill Deringer at (813)577-1900, ext. 2562, or mail complete resume toBill Deringer, Sperry Arabia Limited, M/S 243,P.O. Box 4848, Clearwater, Florida 33518.

111wSillr'

The American University in Cairo. Openingfor a faculty member (rank open) to teachgraduate courses and supervise M.A. thesis re-search in applied linguistics. Specific areas ofcompetence required: testing and evaluation inlanguage learning, language acquisition, researchmethods, and structure of English. For associateand full professors, preference given to candi-dates with administrative experience. Ph.D re-quired. Teach, in English, three courses persemester. Rank, salary based on qualifications.Two-year appointment to begin February orSeptember 1984 (indicate availability); renewalpossible. Air travel, housing, and schooling in-cluded for expatriates. Write, with resume, toDean of the Faculty, The American Universityin Cairo, 866 United Nations Plaza, New York,NY 10017.

Galang, Indonesia. Immediate openings forESL teacher supervisors to provide training toteams of six to eight Indonesian teachers in ESLtheory and methodology. Qualifications: grad-uate degree in TEFL/TESL or equivalent;teacher training and supervisory experience;ESL classroom teaching (preferably overseas);experience in working overseas, preferably un-der hardship conditions. Useful qualifications:experience in Southeast Asia and/or with Indo-chinese refugees; ability in Indonesian, Viet-namese or Chinese desirable. Salary: $13,500annually plus health insurance and monthly costof living supplement. One-year contracts tostart late fall and winter. Send cover letter,resume and three telephone references to: Mr.Helju Batchelder, Experiment in InternationalLiving, Kipling Road, Brattleboro, Vermont05031. Telephone: (802) 257-4628.


English LearningCenter Resource Specialist

111MIL-40Full-time visiting faculty (3-year position); evaluate andremediate reading and writing skills of deaf college students;coordinate project to evaluate use of microprocessors forinstructional use in ELC; identify and/or develop appropriatelanguage and reading diagnostic tests; develop and adaptlanguage teaching materials. Ph.D. preferred in education,applied linguistics, deaf education, ESL, psycholinguistics,reading or related field. Experience in teaching English to adultlanguage learners, language testing, diagnostic procedures,materials development required. Familiarity with computerassisted instruction desirable. Starting date no later than Sept.1984. Application deadline: Dec. 31, 1983. Send letter of appli-cation, resume and three letters of recommendation to:

Rochester Institute of Technology

National Technical Institute for the DeafDr. Alincia DruryCommunication ProgramsOne Lomb Memorial DriveP.O. Box 9887Rochester, NY 14623

.154

AAE/EOE

21

JOBS Continued from page 21

Fulbright Scholar Awards. The Council forInternational Exchange of Scholars is still ac-cepting some applications for awards in appliedlinguistics/EFL. CIES will review applicationsas they are received. Available awards decreaseas selections are made. Applicants are advisedto verify with a CIES program officer that aparticular award is available before completingforms (telephone numbers listed below). Quali-fications: U.S. citizen; M.A. or Ph.D., significantprofessional experience; fluency in a foreignlanguage in cases indicated. A majority of avail-able awards require or give preference to post-doctoral candidates. Applicants for researchmust be post-doctoral.

AFRICA. Benin: National University of Benin,Porto Novo, Ph.D. preferred. Zaire: EFL andAmerican literature, two av,ards, one in Kin-shasa, the second at the University of Lubum-bashi, Ph.D. preferred for both. Fluent Frenchrequired. Call Linda Rhoad: (202) 833-4976.

ASIA. Philippines: two awards, College ofEducation, University of the Philippines or Phil-ippine Normal College. Experienced M.A. orPh.D. Call Jennifer Keefe: (202) 833-4981.

SOUTH ASIA. India: one award for one ortwo semesters, Gujarat Law Societies Instituteof English, experienced M.A. Nepal: four-monthaward, affiliation to be arranged, experiencedM.A. or Ph.D. Pakistan: affiliation with theUniversity Grants Commission, Ph.D. required.Sri Lanka: two awards both for affiliation withMinistry of Education (one requiring speciali-zation in preparation of educational televisionprograms), or Ph.D. Call Lydia Comes.(202) 833-4985.

EAST EUROPE. Poland: several post-doc-toral applied linguists are needed %%ith special-

22

ization in TEFL methodology, phonology, so-ciolinguistics or psycholinguistics. Call GeorgeneLovecky: (202) 833-4987. Romania. Researchawards available, Ph D. required Pi 'Is ex-perience in Romania and language flu ad-visable. USSR. Lectureships in any asi ot ofthe field, Ph.D. required Call William James:(202) 83:' 1989.

MIDDLE EAST/NORTH AFRICA. Algeria:two awards, one for seminars/workshops in avariety of institutions in Algiers, M.A. or Ph.D.;the second at the University of Annaba, Ph.D.required. Lebanon: American University, Beinit,Ph.D. preferred. Saudi Arabia: King SaudUniversity, Riyadh, Ph.D. required. Turkey:Uludag University, Bursa, M.A. or Ph.D. WestBank: Bir Zeit University, M.A. or Ph.D. Yemen:Ph.D. required. Call Gary Garrison. (202) 833-4983.

For applications and further information, writeor call program officers at CIES, 11 DupontCircle, Washington, D.C. 20036. The FulbrightScholar program is funded and administered bythe United States Information Age..:y.

ANNOUNCEMENTSContinued from page 19

SLRF-4 PROCEEDINGS NOWAVAILABLE

Proceedings of the Los Angeles Second Lan-guage Research Forum Volume II. nN, enty pa-pers presented at the fourth SLRF conferenceheld at UCLA on April 28-29, 1982, workingpapers format. For order form contact CherryCampbell, Proceedings, ESL Section, EnglishDepartment, UCLA, 3303 Rolfe Hall, 405 Hil-gard Avenue, Los Angeles, California 90024.

TESOLERS IN THE CORPORATECONTEXT

Several TESOLers have expressed interest inthe possibility of developing a network of mem-bers interested or involved in ESL training inbusinesses and corporations. The purpose ofthe network would be for mutual support andexchange of information for professionals inthis area of TESOL. If interested, write to Dr.Dabney Narvaez, 22 P-ospect Terrace, Mont-clair, New Jersey 07042.

CONTRIBUTORS SOUGHT FORSERIES ON LANGUAGE TEACHING

Cambridge University Press has launched anew series of books under the general title ofNew Directions in Language Teaching. Theseries is co-edited by Howard B. Altman andPeter Strevens.

The series hopes to serve the interests of lan-guage teachers and others who wish to beaware of major issues facing the profession to-day, who seek tc understand the theoretical un-derpinnings of current debates, and who wishto relate theory to classroom practice. Thesebooks are designed to provide stimulating dis-cussions of important new developments inlanguage teaching theory and methodology.

Those who would like to contribute a volumeto the series or to make suggestions for volumesshould write to either of the series editors. Prof.Howard B Altman, Department of Classicaland Modern Languages, University of Louis-ville, Louisville, KY 40292 USA; Prof. PeterStrevens, The Bell Educational Trust, 1 RedCross Lane, Cambridge CB2 21IU, England



STREANWNEBERNARD HAPTLEY Sr PETER VINEY

DEPARTURES

The highly acclaimed course thathas been used with tremendoussuccess in other parts of the worldis now out in an American adapta-tion. Its use of American language,American culture, and Americanhumor makes it the perfect coursefor the beginning student ofAmerican English.


155TN 10/83

AFFILIATE NEWSContinued from page 20

NEW EDITORS

Mary Christie of Massachusetts TESOL, Mau-reen Masters of Ohio TESOL, and Diane M.Eison of Kentucky TESOL have just becomeeditors of their respective affiliate newsletters.Congratulations!

JALTThe Japan Association of Language Teachers

now has roughly 1,500 members, about half ofwhom are Japanese nationals. Membership isexpected to reach 1,800 later this year, whenwehold our annual International Conference. JALT'83 was held September 23-25 at Koryo Inter-national College on the campus of NagoyaShoka Daigaku. Janes Asher from San JoseState vas the keynote speaker, while the openingaddress was given by Kunihiro Masao, an au-thority on English education in Japan.

JALT sponsors other activities as well as theannual JALT conference. The third JALT Sum-mer Institute was held in Tokyo from July 31 toAugust 2. John Fanselow from Teachers College,Columbia University, Jack Millet from theSchool for International Training, Brattleboro,Vermont, and Mark Seng from the Universityof Texas at Austin gave workshops and pre-sentations. The Tohoku Mini Conference, heldat Tohoku Gakuin in Sendai on June 4 and 5,had an attendance double that expected.

For later this year we have planned theSecond Seminar for Language Program Direc-tors for administrative personnel of commerciallanguage schools, and the Second Seminar forCompany Language Program Directors, aimedat the counterparts in in-company languagetraining progra.ns. Last year's Small Grant forResearch in Language Learning and Teachinggave projects.

Finally, the JALT Newsletter. publishedmonthly, has grown to about 40 pages per issue.

NEW YORK STATE TESOLThe results of a ballot mailed to NYS ESOL

BEA members during the past sti ]]]]]] er askingthem their preference on a proposed namechange for the organization are in. Membersvoted to change the nave to New York StateTESOL.

ADVICE FROM "TARHEEL" TESOL

The June 1983 issue of Tarheel TESOL News(North Carolina Association for TESOL), con-tained the following advice for their members:

TEN REASONS TO PRESENTAT THE FALL CONFERENCE

1. It's your opportunity for a few moments ofglory.

2. You'll have fun.

3. Johanna Kowitz [NCA/TESOL treasurer]says ex er body should try it.

4. It's good practice for the TESOL conven-tion.

5. You ts on't has e to agonize ot er the choiceof presentations.

6. Your name (751 chance of correct spelling)will appear in print.

7 It will look good on your resume.

8. Somebody out there needs your help.9. You won't have any excuse for not attending

the conference.

10. NCA /1'ESOL needs you!

TESOL '83 CONFERENCE:GEOGRAPHICAL BREAKDOWN OF

REGISTRATION FIGURESForty-five countries were represented at TE-

SOL '83 in Toronto with the U.S. and Canadaleading participant ranks with 58% (2120) and36% (1308) respectively. Registrants from theremaining 43 countries comprised 6% (234) ofthe total convention population. The list doesnot include exhibitors, local volunteers and staffmembers whose registration brings the totalfigure to approximately 4,100.

Country

Argentina

Prelim Gosite Total

0 o o

Australia 3 2 5Brazil 8 1 9Canada 717 591 1308China 5 3 8Colombia 3 0 3Costa Rica 0 1 1

Denmark 1 0 1

Egypt 3 5 8France 1 0 1

Germany 6 3 9Greece 1 0 1

Hong Kong 3 10India 0 1 1

Indonesia 2 3Iraq 1 1

Israel 6 4 10Italy 1 3Japan 25 32Jordan 0 1 1

Kuwait 0 1 1

Lebanon 0 o oMexico 5 7Morccco 2 2 4Netherlands 0 1 1

Nigeria 0 2Norwa: 1 0 1

Oman 1 0 1

Peru 0 1 1

Philippines 3 13 16Portugal 0 9 2Qatar 0 1 1

Senegal 0 1 1

Saudi Arabia 5 11 16Singapore 3 1 4South Korea 1 1

Spain 0 o 4.)

Sweden 0 1 1

Thailand 2 3 5United Kingdom 25 21 46United States 1339 781 9120Vanuatu 1 0 1

Venezuela 1 3 4Yemen 1 0 1

Zambia 3 3Total 9175 1487 3662

State

UNITED STATES

Prereg-istered

AlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColombiaFloridaGeorgia

IllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew I lam pshireNew JerseyNew MexicoNew YorkNorth CarolinaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaTennesseeTexasUtahVermontVirginaWashingtonWest VirginiaWisconsinWyoming

Onsite Total

6 0 67 3 10

13 7 200 3 3

122 64 18636 10 4613 1 145

11 14 2520 23 4311 10 21

1 1 221 8 29

126 66 19211 13 5411 10 217 3 10

14 3 178 3 11

1 2 323 6 2966 35 101

121 60 18120 9 29

1 4 510 2 12

1 4 56 1

1 1

14 2 1637 27 642 5

177 189 36610 3 130 1 1

82 32 1148 2 10

12 6 1849 29 78

9 2 11

13 7 2010 1 11

9 9 1852 29 8116 9 2514 18 3224 17 4122 13 3524 0 2431 12 43

1 0 1

1339 781 2120

TESOL SCOTLAND

The recently formed TESOL Scotland heldits first election of committee members in June.The officers elected were Liz Hamp-Lyons ashonorary secretary and Anna Mackay as honor-ary treasurer. The elected officers join the ap-pointed president, Alan Davies, and the chair-persons of the two constituent organizations(SA1'EFL: Scottish Association of Teachers ofEnglish as a Foreign Language and SATESL:Scottish Association of Teachers of English as aSecond Language) who serve ex-officio on the

156

committee. Committee members ex-officio areRosalind Grant-Robertson (S ATEFL) and JohnLandon (SA1'ES4

The first business of the TESOL Scotlandcommittee was to organize the first annualconference held on October 15th at the Institutefor Applied Language Studies in Edinburgh.

Anyone who is interested in receix ing furtherdetails of TESOL Scotland is invited to writeto: Liz Ilamp-Lyons, University of Edinburgh,Institute for Applied Language Studies. 21 HillPlace, Edinburgh E118 9DP, Scotland.

23

A ('foLT, RINLJ IAR AND WINSTONKLLP YOUR LYE ON US FOR ESL, EFL

SCENARIO SERIESElaine Kim

This three-part series for beginners and intermediates piquesstudent interest with games, role plays, and skits to improvelistening and speaking skills.

Scenario I Available Fall 1983 224 pp. Pb. ISBN 0 -03. 063218 -8Scenario II Available Fall 1983 224 pp Pb. ISBN 0-03-063222.6Scenario III Available Spring 1984 224 pp Pb ISBN 0.03- 063223.4Teacher's Book ISBN 0-03. 063221.8

FOUNDATION SERIESBooks land 2 Joanna Gray, Susan S. Jo:, Iston, Jean Zukowskil FaustBooks 3 and 4 Michael Thorn, Sus,-An S. Johnston, Jean Zukowskt/Faust

This four-book series, using a combination of notional, functional,and structural-based methods, is for beginners to post-inter-mediates and combines the best modern and traditional teachingmethods.

Starting EnglishAvailable Fall 1983 144 pp

Discovering EnglishAvailable Fall 1983 160 pp. Pb.

Exploring EnglishAvailable Fa111983 192 pp. Pb.

Thinking EnglishAvailable Fall 1983 192 pp. Pb. ISBN 0.03-062981-0

NOTE.: Teacher's Manual accompanies each book Cassette Tapesavailable for purchase.

Pb ISBN 0-03.062992-6

ISBN 0-03. 062988-8

ISBN 0.03-062984-5

BETTER ENGLISH SERIESBetter English Every DayPaul J. Hamel

A three-book series for beginning to intermediate students thatcoordinates basic grammar with competency-based survival skillsand pre-vocational vocabulary and information

Book 1 Available Spring 1984 256 pp. Pb. ISBN 0.03-0696014Book 2 Available Spring 1984 '56 pp. Pb. ISBN 0.03-069603-8Book 3 Available Spring 1984 256 pp. Pb. ISBN 0.03-069604-6Instructor's Manual ISBN 0.03-069602-X

WAYS WITH WORDS: Vocabulary Puzzles and ActivitiesElaine Kim

Available Spring 1984 160 pp Pb. ISBN 0.03-069599-6

LITERATURE FOR DISCUSSIONJohn F Povey

Available Spring 1984 192 pp. Pb ISBN 0.03-063868-2

25 STRATEGIES: Reading Skills for Intermediate-AdvancedStudents of English as a Second LanguageJacqueline K.Neufeld and Marion j. 5

Available Fall 1983 224 pp. Pb. ISBN 0-03-059943-1

Instructor's Manual ISBN 0-03-059944-X

ALSO AVAILABLE...Making the Most of English: An Intermediate Reading/Writing Text for ESL StudentsNancy Duke S. Lay

1983 214 pp Pb. ISBN 0.03- 058283 -0

Advanced Reading and Writing: Exercises in English as aSecond Language, Second Edit Dennis Baumwoll andRobert L. Saitz

1978 237 pp Pb. ISBN 0-03-089946-X

Betwe,n the Lines: Reading Skills for Intermediate-AdvancedStudents of English as a Second Language Jean Zukowski/Faust,Susan S. Johnston, and Clark S. Atkinson

1983 264 pp. Pb. ISBN 0-03-059601-7

In Context: Reading Skills for Intermediate-AdvancedStudents of English as a Second LanguageJeanZukotvski/Faust, Susan S. Johnston, Clark S. Atkinson, and ElizabethE. Templin

1982 246 pp Pb ISBN 0-03. 058286-5

Manual of American English Pronunciation, Third EditionClifford H. Prator, Jr. and Betty Wallace Robinett

1972 181 pp. Pb. ISBN 0.03-085641-8

Reference Guide to English: A Handbook of English as aSecond LanguageAlice Maclin

1981 405 pp Pb. ISBN 0.03-053226-4

Keys to Composition: A Guide to Writing for Students ofEnglish as a Second LanguageSusan S. Joh, iston andJean Zukolvski/Faust

1981 280 pp. Pb. ISBN 0.03-057978-3

Writing Through UnderstandingNancy Arapoff

1970 230 pp Pb. ISBN 0.03-076670-2

and by Robert G. BanderAmerican English Rhetoric: A Two-Track Writing Program forIntermediate and Advanced Students of English as a SecondLanguage, Third Edition1983 370 pp. Pb. ISBN 0.03-061066-4

From Sentence to Paragraph: A Writing Workbook in Englishas a Second Language

1980 248 pp. Pb. ISBN 0.03-045641-X

Sentence Making A Writing Workbook in English as a SecondLanguage

1982 312 pp. Pb. ISBN 0.03-050631-X

For examination copies, please contact your local Holt, Rinehartand Winston sales representative or write on your letterhead to

Patricia Murphree, Dept. 96Holt, Rinehart and WinstonP.C. Box 36Lavallette, NJ 08735

24

Include your course title, enrollment, and text currently in use. Toexpedite shipping, please include the ISBN (International StandardBook Number) for each item requested.

H63TES01.10.9/83 KCJEH Printed in USA

TN 10/C3

INTERNATIONAL EXCHANGEEdited by Liz Hemp -Lyons

University of Edinburgh

EDITORIAL

Since my first letter to TESOL Newsletterabout the international role of TESOL, and par-ticularly since the rap session at the TESOLConvention in Toronto (reported in this column,June issue), I have received letters from individ-uals and representatives of affiliates and ofother ESL/EFL organizations around the world.What emerges from the varying content ofthese letters is a number of themes that TESOLwill need to deal with. But one thing is clear: theperiod between now and the 1932 Conventionin Houston is a critical period for TESOL.Acknowledgment of TESOL's international in-fluence and responsibility has been made, 'theneed for TESOL to take an active rather than apassive role in its relations with affiliates andpotential affiliates beyond the U.S. is acceptedwidely, as John Haskell's report in the JuneNewsletter shows. Yet at the same time doubtsand fears are being expressed that changes inthe constitution and structure of TESOL shouldnot be made too quickly and should not be sodramatic that the values of TESOL are lost.

All of this is healthy and normal: change is apainful process. Yet alt seem agreed that somechange is necessary and that it cannot be longdelayed. A number of correspondents haveexpressed the view that concrete proposals forchange should be discussed by the executiveboard in Houston in March 1984, for votingthereafter either by post or at the legislativeassembly in 1985. This may sound like a slowprocess, but given the need for internationalcommunication among large numbers of people,even this seemingly modest objective will bedifficult to achieve.

The article which follows, by Kenji Kitao andTom Robb of JALT (Japan Association ofLanguage Teachers, an affiliate of TESOL),discusses many of the issues ss hich other cor-respondents have also raised. Other issues raisedinclude:

provision of regional speakers' listsensuring that TESOL publications ar-rive promptly to non-U.S. members(the June TN, which I received in lateJuly, contained one job ad with aJune 10 deadline!)the establishment of an affiliate news-letter (all affiliates not only non-U.S.)on the same funding basis as InterestSection newsletters.a change in the affiliate fee structureto make payment on a per car,:tabasis (e.g. $1.00 for every 10 men.-bers)

INTERNATIONAL EXCHANGE

News' items 'forjhis, iiage should be:sent `toAti ;Haltip:4L'ions, "Institute forAPPlfed.Lininisiies,,UniveriftY of Edin-;.burgh'21 Hill Place,,Edinburgh; Scotland-EH8 9DP:

TN 10/83

HOW INTERNATIONAL IS TESOL?A VIEW FROM JAPAN

by Thomas Robb & Kenji KitaoJapan Association of Language Teachers

In the June issue of the TESOL Newsletter,President John Haskell says, ". . . TESOL istruly an international organization. %% e havealways tried to be international in our thinking,in our program planning and in our poblica-Hons." Yet in tut: next paragraph, by pointingout that TESOL has had [only] tss o secondvice-presidents from Canada and that there arecurrently [only] two non-Americans on the ex-ecutive board, he clearly shows how funda-mentally American the organization still is.

It is a tribute to TESOL that the outstandingwork it has done has attracted so many inter-national members and affiliates. Yet as themembership becomes more International, con-tinuous efforts must be made to ensure thattheir expectations are met. To help TESOLmeet this challenge we would like to give ourviews on the current situation in TESOL and topoint out some of the inequities which haveemerged because of its increasingly internationalmembership. The discussion will focus on fivemajor aspects: 1) the direct members of TESOL,2) the affiliates, 3) the interest sections, 4) theannual conference, and 5) the leadership.

Direct MembersThe number of members residing outside of

the U S. has grown rapidly in the past fewyears, yet it seems to us that the membersresiding in the U.S. receive significant advan-tages compared with those abroad. For thoseliving outside of the U.S., membership basicallymeans the receipt of the TESOL Newsletterand Quarterly. For this privilege, they must payan additional surcharge of $5 for surface dell% eryor $15 for air mail. Not only do the domesticmember, pay less, they also get the ness slettersooner (In fact this is not the case. airmailoverseas members receive publications manyweeks before domestic membersLH-L.)

U.S. members also reap many other advan-tages. TESOL's political activities for foreignlanguage legislation, its efforts to promote certi-fication of ESL Sr bilingual educators, its em-ployment concerns committee, TESOL-spon-sored insurance, etc., all benefit the U S. mem-bers. Furthermcre, we feel that articles in theTQ and TN lay c ,nsiderably more emphasis onESL and bilingual education than EFL (althoughthis may just reflect the nature of the manuscriptsreceived). All these services are provided fromdues and conference receipts (plus advertisingand exhibit revenue) which have been paidequally regardless of place of residence.

Affiliates

The list of international affiliates has grownand TESOL has certainly given them their$37.50's worth (annual affiliate dues). TE-SOL has been quite generous to its affiliates,yet, here too, it seems to those of us outside theU.S. that the domestic affiliates benefit greatlyfrom their proximity to Washington. The as ail-ability of instant communication bets% cen theTESOL office and the affiliates, or between

.158

affiliates, allows them many more opportunitiesfor information exchange. Overseas affiliatesare also handicapped by the fact that there arefewer chances that potential speaker will "justhe passing through" at an opportune time.

An entirely different area of concern is thecharacter of the overseas affiliates themselves,particularly in countries where English is notthe native tongue Many, if not most, of suchaffiliate have been formed not by the localpeople, but by Americans residing abroad. Manyof these same countries did already have existingorganizations for teachers of English. Why havethey not become affiliates? Ses eral reasons sug-gest themselves. 1) a lack of awareness thatTESOL exists, 2) the fact that the benefits thatv. ould derive from such a relationship were notclear; 3) difficulty in meeting the requirementsfor affiliation, namely that all executive com-mittee members be members of TESOL andthat the organization be representea at AffiliateCouncils at least once ev ery is o y ears, and 4) areluctance to enter into a relationship whichthey perceive as unequal. While affiliates maybe constitutionally "affiliates of one another,"they are all under the umbrella of TESOLwhich is the national organization for the U.S.

The above should not be interpreted as de-meaning the worth of the existing affiliates.Organizations such as our own, JALT, providevaluable services unavailable in the "main-stream" organizations. The fact that its meetingsare generally held in English offers contact withthe living language to non-native speakers; formany temporary residents, the language barriermeans that JALT is the only source of profes-sional exchange; and for those outside of thesecondary and tertiary schoolsteaching in in-dustry, in language schools or privately it isthe only organization sshich elcomes them.

Nevertheless, if TESOL is to become a trulyinternational organization, an effort must bemade to encourage these pre-existing organiza-tions to establish some sort of liaison withTESOL.

Interest Sections

With few exceptions, the interest sectionswhich now exist are concerned with mattersrelated to ESL as it is taught in the U.S. Eventhe one I.S. which is purportedly for thoseoverseas is called the "Teaching English AbroadLS." which implies that it is for Americans whoare abroad rather than for teachers who happento be teaching in their own country. Manyinternational TESOL members do not find aninterest section to sers e their interests. It goeswithout saying that as with the interest sections,geographical considerations make it difficultfor overseas members to take an active part.

Annual Conference

The annual TESOL conference is alwaysheld in the U S. or svithin a stone's throw of itsborders. This is only natural since to hold aconference farther a%% %% ould make it difficultfor the majority of the current membership toattend Furthermore, reduced participation

ould also mean reduced re% enues, %%hich arevital to the financial health of the organization.


25

INTERNATIONALEXCHANGE

Continued from page 25Nen ertheless, it is aln a) s the international mem-bers mho must outlay considerabl) more if the)

ish to attend and n ho find the cost particular-ly difficult to hear.

Natural!) , the conference itself does hp, e itsinternational aspects, at least potentiall). As

ith the publications, the content of the pro-gramming is most like]) a direct reflection ofthe types of proposal, receix ed and other re-quests made of the conference planning com-mittee. The conference can he as internationalas the members xvho participate; the site of theconference itself is the primary limiting factor.Leadership

President Haskell's comments indicate thatTESOL is certainly willing to have more inter-national participation on the TESOL executiveboard Yet having more such members wouldmean a mounting transportation bill since thefare of officers is paid to most events during theyear at which their presence is mandatory.(Note: TESOL reimburses officers' mid-yearmeeting expenses. Convention expenses are re-imbursed only if officers are not supportedfinancially by their institutions.LH-L.)

While TESOL may be willing to expendwhatever necessary in the above case for thesake of being more "international," what aboutall of the minor positions for which transporta-tion is not paid? One does not normally becomeelected to the executive board without firsthaving served the organization well in lessercapacities. Yet for these positions, the greatdistances involved would preclude all but themost zealous (or wealth ') from becoming asactive as they might wish to he. Thus, as long asthe major and minor activities of TESOL remaincentered in the U.S., the prognosis for getting alarge international representation on the execu-tive board is not good.Where to Go from Here

Various suggestions have aFeady been madefor improving TESOL's services to its interna-tional membership, many of which can proba-bly he carried out within the existing organiza-tional structure. Suggestions which have alreadybeen made: to build a video tape librai y for usein affiliate programming; to subsidize the post-age for publications sent overseas; to allowoverseas members to deposit their dues in theirnative currency in a local bank account; and forpart of the funds thus accrued to he applied tolocal services; for TESOL to promote overseasconferences and institutes; to set up a specialcommittee to tend to the needs of the inter-national members to name a few.

Some problems, however, cannot he solvedso easily. In particular, we feel that as long as


The TESOL Executive Board is invitinginstitutions to submit proposals to conductSummer Institutes and Meetings on theircampuses. Applications should be sub-mitted 2-2% years in ldvance. For infor-mation and Guidelines f or Summer Insti-tute Proposals, write to: James E. Alatis,Executive Director, TESOL, 202 D.C.Transit Building, Georgetown University,Washington, D.C. 20057.

26

TESOI Lqntinttes tc, remain a natianal orgam-zationand it is as long as it is providingservices targeted to its American membersitwill not he able to enroll the academic societiesof other nations as affiliates since they sillhesitate to enter into an unequal alliance

We are not suggesting that TESOL curtail itsservices to U.S. members far from it. What

e are suggesting is that it ma) he time forTESOL to perform parthenogenesis upon itself,to dix orce the donic,lic issues from the inter-national 1)) setting up t o distinct entities, a

S TESOL n hich n mild he on a par n ithT.E.S.L. Canada, JALT and other national

organizations, and a trill) International TESOL.Many of the inequities cited are natural con-

sequences of the fact that TESOL membershipis centered in the U.S. LL ere a true TESOLInternational to come inn, existence man) ofthe problems outlined abut e v ould take care ofthenisek es Noniron), as is non the case, anindividual residing outside of the U.S. couldstill elect to become a member of TESOL U.S.,but s/he \\ ould he doing so n ith a dear reali-zation of the inequities that It n (odd entail. Butas long as TESOL desires to become Ina)international?' it shoold take n hates er measurespossible to make this a reality.

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.1 59 TN 10/83

Edited by Carol J. KreidlerGeorgetown University

A REPORT: COLLECTIVE BARGAINING

IN A PERIOD OF RETRENCHMENT

Financial exigency? Job sharing? Buy outs?Early retirement? Retraining? Cash flows? Thesewere a few of the terms frequently heard at theeleventh annual conference of The NationalCenter for the Study of Cf,liective Bargaining inHigher Education and the Professions. Thisyear's theme was Collective Bargaining in aPeriod of Retrenchment. Basically the outlookpresented during the two-day April conferenceheld in New York City was that the next decadewill probably prove to be quite tumultuous forhigher education. It was felt that, given thecountry's economic situation, large governmentcutbacks and declining enrollments, the com-plexion of higher education will definitelychange whether or not educators are ready forsuch change. In fact, getting the universitycommunity to recognize not only that there is aproblem but the magnitude of the problem aswell is often extremely difficult. As WilliamLemman, Vice Chancellor for Administrationat Oregon's State System of Higher Education,stated, "Everyone rejects decline, but once re-ality is forced upon a party then managing thedecline becomes a possibility." Much of theconference dealt with just thatmanagingdecline.

REARRANGING THE DECK CHAIRSThe overall situation ror colleges and univer-

sities was viewed as bleak with one speakerlikening the institution of higher education tothe Titanic and describing collective bargainersas desperately trying to rearrange the deckchairs. For the area of English as a secondlanguage in higher education the outlook was alittle brighter, with both good and bad news.Foreign student recruitment was seen as a posi-tive means to bolster enrollment. Also, expansionof continuing education and adult basic educa-tion programs, including ESL, was cited as adirection in which to move. However, to staveoff lay-offs and dismissals among tenured facultyin declining areas, it was stated that it wasimperative to retrain such faculty in areas wherethere was a greater demand. Arnold Cantor ofthe Professional Staff Congress, the union repre-senting the City University of New York, spe-cifically cited basic writing, data processing,and ESL as areas of greater demand in whichother faculty could be retrained.

So, why does retraining become a necessity?The key phrase here is financial exigency, andthis often results in a need for retrenchment. Inbrief, retrenchment is a reduction in the requirednumber of faculty in any curriculum area, de-partment, or seniority group. This reductioncan be achieved in a variety of ways: resignation,retirement, early retirement, self-initiated ormandatory furloughs, retraining resulting in re-placement within the college or movement outof the college, lay-offs, and dismissals. Defini-tions of financial exigency are much more con-troversial than those for retrenchment in tnatuniversities frequently have not defined financialexigency and because management and faculty

TN 10/83

by Linda TobashLaGuardia Community College, CUNY

often hold opposing views on when it exists.The American Asociation of University Profes-sors (AAUP) in 1976 defined financial exigencyas "an imminent financial crisis which threatensthe academic community's survival." The keypoints in this statement are that it must be"imminent" and that it must threaten the survivalof the entire academic community. A definitionof the procedures which should he followedand the role management and faculty shouldplay in cases of financial exigen4 have alsobeen developed by the AAUP. However, someadministrations see retrenchment as a viableway to "avoid" financial exigency and do notwait until there is an imminent threat. Others setpolicies for program ,scontinuance when asingle program or department is threatened.

COURTS AT ODDS WITH AAUPWhen a question arises as to the legality of an

administration's actio,'s, the courts have usuallynot adopted the AAUP's standards. Indeed thesestandards at times are given hostile receptionsas seen in New Tersey and Washington. JohnCray, associate professor of business law atLoyola College, explained that there was nonational law of the land, and courts wouldenforce whatever the agreement between theparties stipulated. Serious problems arise whenthere is no existing statement or when thestatement is ambiguous. At those times some-thing swill be implied. In one court case theuniversity was only required to show a deficit inone department. The court decided that the"property rights," in this case tenure, of thefaculty were inherently limited by the institu-tion's right to eliminate staff due to low enroll-ment. The crucial point to be made here is thatit is of utmost importance to have an agreementin place well before financial exigency occursespecially since a crisis can arise overnight. Acase in point is West Virginia. In November of1982 there was a three percent cut in the statebudget which by December was increased toten percent. In January of 1983 institutions ofhigher education faced a 16 million dollar re-duction and were given seven to ten days tofurlough a percentage of the facel;y. The situ-ation literally changed from hour to hour. Inthat type of atmosphere cool and objectivethinking is difficult to maintain. Unless a state-ment is in effect to which all parties havepreviously agreed, matters can become quiteugly not only between faculty and administrationbut among faculty themselves as they try tosave their jobs.

Nationwide trends in managing the currentdecline seem to indicate that administrationsare generally committed to keeping facultyeven though programs may be eliminated. In1982 between 100 and 130 faculty members lostjobs out of a total of over 250,000 tenuredfaculty. In Canada there was only one lay-off

160

and that was in Quebec. Generally, speaking,administrators look for other alternatives beforeresorting to dismissals, Non-teaching supportareas arc ;:sually the first cut along with areduction in construction, equipment and op-erating costs. Abolishing mail services and taxhelp and reducing the use of consultants, e.g.legal services, also save money. Temporaryshutdowns where staff are forced to take vaca-tion are also short range budget savers.

The most direct iml,act on the teaching staffis in the areas of hiring and raise freers, paycuts, increased workloads, adjustment of aca-demic calendars, buy outs leading to earlyretirement, work sharing, capping the numberrc tenure track positions, lay-offs, dismissals,and the institution of retired service corps whereretired faculty and staff return to the college towork as volunteers. Younger faculty are some-times enccuraged to change careers and aregiven leave for retraining purposes.

IMPACT ON ESL IN HIGHEREDUCATION

What does all this mean for ESL in highereducation? It is crucial for all professionals toknow the financial state of and projections fortheir institutions Members need to insure thattheir voices are heard when agreements arebeing negotiated and vi hen retrenchment deci-sions are being made. ESL in many institutionsis an area of demand and growth, therefore,ESL professionals must have a clearly articulatedposition regarding the use of retrained facultyto teach ESL. Throughout the conferencespeakers repeatedly referred to the need forstressing the quality of education which all toofrequently gets ignored during periods of fi-nancial austerity. Another very important issuetouched upon was the role adjuncts, oras theyare sometimes referred to at the bargainingtable"subway or freeway gypsies," play inhigher education. This is a very controversialissue and must he dealt with in greater scopethan is now possible. More will be forthcomingin this area which is of very special interest tomany ESL professionals.

About the author: Linda Tobash coordinates thenoncredit ESL programs in the English LanguageCenter at LaGuardia Community College. Long IslandCity, NY 11101 She is a member of TESOL's Profes-sional Standards Committee and chair of its Subcommittee on Ba, gaining Organizations.



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27

PROBLEM-POSINGCAN HELP STUDENTS LEARN:

From Refugee Camps to Resettlement Country Classroomsby Nina Wallerstein

University of New MexicoProblem-posinga curriculum for criti-cal thinking based on students' livescomes from the writing of Brazilian educa-tor Paulo Freire. This adult educationalapproach, which I adapted to ESL teach-ing, is particularly suited for refugees andimmigrants. These students often experi-ence social or emotional barriers to learningEnglish: discrimination, cultural conflicts,and lack of self-esteem. Yet curriculumbased on these same emotions can involvelearners in the ESL classroom and helpstudents gain control over their lives.

In the early 1960s, Freire developed ahighly successful native literacy programfor disenfranchised slumdwellers and pea-sants in Brazil. Using socially and emo-tionally laden ("generative") words andpictures of students' problems, Freire pro-voked students into discussions on how toimprove their lives. With a phonetic recombination of syllables, students learnedword literacy, as they learned social liter-acy, the understanding of their worlds.

Although the phonetic method is notdirectly applicable to English learning, thebasic premises apply to ESL and ABEclassrooms. Education is neither neutralnor separate from students' culture andexperiences in society. A curriculum basedon Freire's method, therefore, reflects stu-dents' lives, and, through dialogue, moti-vates them to examine their world criticallyand to seek change in their lives. Dialogue,according to Freire, involves a mutualexploration between teachers and studentsas co-learners of their world.

In the fall of 1982, I brought this Freirianapproach to ESL to a refugee camp inBataan, the Philippines, one of three re-settlement centers in Southeast Asia. Atthese centers, the refugees complete severalmonths of English language classes beforeflying to their resettlement countries.

64 1;1.

44C

A family sitting outside their billet, a 10 x 20foot cubicle that lies in the barracks.

28

Problem-posing is an ideal approach forESL students, the majority of whom comefrom low socio-economic backgroundswith limited access to jobs and educationin the U.S. They often face conflicts intheir new society that leave them feelingvulnerable and inadegt ate. The curriculumtherefore, should encourage students todevelop self-confidence and to use theircultural and personal strengths to resolveproblems in their lives.

iS k'stte

A Cambodian woman painstakinglycopies her name.

To translate this philosophy into ESLclassroom practice, problem-posing in-volves a three step process: 1) listening (orlearning our students' culture and dailyconcerns); 2) dialogue (or codifying studentconcerns into lessons for discussion andlanguage learning); and 3) action (or bring-ing the dialogue to a resolution, i.e., talkingabout the changes students can make intheir personal lives and communities).

At the refugee camp, I thus began myteacher-training sessions with a listening orinvestigative stage. The first days werespent talking to the American and FilipinoESL teachers (150-200 total), communityorganization staffs and to the refugees. Iwandered for hours through clusters ofbarracks from the Buddhist temple over-looking the ocean, to the lower entry gatefour kilometers away. I saw familiessomevisiting as they watched passersby, othersdigging in their flower gardens, or return-ing from class holding umbrellas to staveoff the tropical heat. The smells of foodcooking on hot plates or fires mixed withodors that arose from the ditch waters.The population at that time had decreasedfrom a capacity of 17,000 to over 9,000,with 35 percent Cambodian, 60 percentVietnamese, and 5 percent Laotian livingin ten separate ethnic neighborhoods.

1,6.1

I sA as still ignorant of the problems ofeveryday camp life. Flow had the refugeesfound the strength to survive their ordeals?What were their concerns or the sources ofconflicts at camp? What resolutions of con-flict :re possible within the camp's struc-ture? And, most important, which of theseissues were appropriate for the Englishcurriculum?

The existing curriculum was a multi-level competency-based program devel-oped with assistance from the Center forApplied Linguistics. It covered survivallanguage for resettlement countries: i.e.,clothing, housing, food, health, transporta-tion, employment, yet little of the refugees'immediate needs. Problem-posing on campissues could appropriately supplement thecompetency-areas. For example, the hous-ing could include living conditions at camp.

After a few days, I discovered thatcamp life was charged with issues: over-crowded billets; insufficient water (thespigots were turned on only two hours inthe morning and evening); sanitation prob-lems; long waits at the clinic; ethnic con-flicts between groups, including the Fili-pino merchants who ran a local food mar-ket; time strains caused by four hours ofEnglish class, two hours of mandatorywork brigade, and family demands; andthe effects of changing family relationships.Despite these problems, there were ave-nues at camp for resolving conflicts. Al-though they were underutilized, smallneighborhood associations had been setup by the Filipino social service agency incharge of camp administration.

A young girl collects waterin the early morning

photos by Nina Wallerstein

Contintwd on next page

TN 10/83


H

A 'Vietnamese father gingerly holdshis sleeping baby.

In addition to camp issues, I learnedthat many refugees' traumatic escapes werestill fresh and often overshadowed theirlives. "I'm sad," said one, "I think of myhusband under the sea." Everyone lived"on hold," nervously waiting for a new lifeto begin. These traumas or anxieties hadalready surfaced in the classroom. Studentstold teachers about their escapes or inabil-ities to learn: "I was made to climb a treeand fall down ten times. That's why I can'tremember."

In discussions about camp issues, teachersexpressed concern that problem-posingwould invite inappropriate emotional dis-charges beyond their ability to counsel.Our discussions clarified the differencebetween including camp issues in ESLdiscussions and dwelling on traumaticevents from the past. Through discussionsof current issues, refugees could for thefirst time live in the presentand not justwait "on hold" for their next lives. Thehealing process would begin, enabling ref-ugees to leave behind their painful experi-ences. As they shared their lives and cul-tures with others, the refugees would alsobe less likely to fear the loss of their ownculture when they began to live in a newone. Those refugees who needed extrahelp were fortunate to have a new MentalHealth Center at camp.

ISSUE-BASED CODES ASLESSON PLANS

Translating the many camp issues into acurriculum which fit the existing compe-tency areas proved challenging. In theworkshops, teachers developed fifty lessonplans or "codes" based on the icsues.

A codeor codification in Freire's termi-nologyis a concrete expression of theissue that can take any form: a picture,photograph, story, role-play, puppet show,tape, song, etc. Because it is concrete andone-step removed from actual experiences,students can project their own emotionaland social responses into the code, making

-TN 10/83

for lively discussion.,. A good code will 1)present a daily pro' Clem easily recognizedby students, 2) contain the many sides ofthe problem, and 3) be open-ended, leavingthe students to reflect on actions that arepossible. Codes are more than visual aides.They are a key to the educational process,for they inspire critical thinking aboutissues in students' and teacher? lives.

One code developed by the teachers pre-sented the changes in family re' 4.tions thatrefugees experience at cr ,np. Becauseeveryone must attend foar-hour Englishclasses, husbands take care of the childrenduring CAr wives' sessions. Culturalchanges sues as this one begin for refugeeslong before they reach the U.S. The codebelow presents the husband's and wife'sfeelings about the changes, using vocabu-lary at levels three and four; the problemis codified, but no answers provided.

Once the codes were developed, webegan a five-step inductive questioningstrategy, the "tools for dialogue" whichaid in decoding the problem. Studentsstart by describing what they see and howthe situation applies to them. They thenexplore why the problem exists and whatcan be done about it. For this code, thequestioning might follow this sequence:

1. Have students describe the content inthe code: "What do you see? Who isthe man? What's his name? What ishe doing? What is he thinking/saying?Where is he? Who is the woman?What is she doing? What is she think-ing? . ."

2. Ask students to define the problem(s);use questions about how the differentcharacters in the story feel: "Howdoes the woman feel about leavingher Ausband in the billet? How doesshe feel about studying? Is she happy,sad, worried? How does the husband

feel when he's washing clothes? Whenhe's taking care of the baby? Whenhe's cooking? . . ."

3. Raise similar questions concerning thestudent? own lives: "Are you married?Do you have children? Is your hus-band taking care of them now? Is thisthe first time he's taken care of them?Did he take care of them in Laos? Ishe the same as this man? Is he dif-ferent? How is he different? How areyou like this woman? How are youdifferent? ."

4. Encourage students to fit their person-al experiences into the larger historical,social, cultural perspective; ask "why'questions: "In your culture do mentake care of children? Is it difficultfor men? Why is it difficult for men?Why is he taking care of them now?Where you come from, do women goto school? Why or why not? Why isshe going to school now? Is schoolimportant for men and women? . .

5. Encourage students to discuss alterna-tives and actions to resolve the con-flict: "Can men learn how to takecare of children? In other cultures, domen take care of children? Can menlearn to to cook? When is it necessaryfor men to take care of the family?How can you help men to learn? . . ."

The answers to these and other questionswill differ from class to class. Each classmay focus on various issues: men's cooking,the role of grandparents, or the importancewomen's education.

To encourage fall participation, teachersshould spend enough time on the fit - twosteps so everyone answers a descriptive orfeeling question. These simpler questions


An example of an issue-based code

-pso,"1

'76

wo Kier 1,0,4eor

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146..ts(E.4

A blackboard drawing (code)depicting Lam's and Nguyen's contrasting morning activities.Hastily drawn stick figures serve quite adequately as visual aides to spark conversaionaround familiar situations of students everyday lives.

I62 29

PROBLEM-POSINGContinued from page 29

develop vocabulary and can he answeredeven by beginning students. The later, pro-jective questions are difficult, but equal-ly important, for they allow students todiscover they are not alone in their prob-lems; others in the class may offer newways to see the problem or their ownsuccesses in making changes. Step Fiveencourages positive steps for action, thoughsolutions may take a long time (even alifetime). This process is therefore called"problem-posing" and not "problem-solv-ing," recognizing the complexity of solu-tions for individuals and communities. Aftereach discussion of the code, teachers mayevaluate whether to pursue the issue furtheror choose a related one. The curriculumand language learning is in constant evolu-tion as teachers fashion lessons by listeningto their students' response.

For beginning students, full discussionsare impossible in English, though bilingualdiscussions may he feasible. Yet problem-posing can work for beginners. One groupof teachers at the camp developed a be-ginning level code depicting the samesituation of changing family relationships.They drew a picture of a wife wavinggoodbye to her husband who stands infront of the billet holding a baby. Thedialogue accompanying the picture wassimple:

Wife: "Take care of our baby."Husband: "Please come home right

away."

Wife: "I'll come after class."

Although the discussion would be limit-ed, the lesson still evoke.: a daily concern,teaches family vocabulary, and providesgroup support for the issue.

Another code developed at the campexamined the problem of insufficient water.This written dialogue (at levels five andsix) enabled students to discover their ownactions through the fivestet) questioningprocess.

Nguycu: "What time is it?"Mai: "It's almost one o'clock."Nguyen: "Is lunch ready? I'm hungry

after four hours of English class."Mai: "I'm sorry, but I haven't cooked

the rice yet."Nguyen: "Why not? You've been here

all morning."

Mai: "I know, but there hasn't been anywater since 7 a.m."

Nguyen: "Why don't you ask our neigh-bors for some water?"

Mai: "I did. They don't have any either."

The solution (or actions) for this codeare not simple, but will require refugeesand teachers to work together, using Eng-lish outside the classroom, through theneighborhood associations and camp ad-

ministration. Problem-posing with ESL les-sons like this one provides the importunelink between language learned in the class-room and language used in the outsideworld.

The children often sing out, "How are you I'mfine" as in one breath.

As these refugees (and other immigrants)reach their resettlement country, problem-posing helps students analyze and over-come difficult situations. By listening totheir students, teachers can readily developcodes on unemployment, problems withsocial service bureaucracies, lack of trans-lators at clinics, miscommunication be-tween groups, etc.

After hearing about this approach in oneof my workshops, a teacher confided,"You know, I've always thought of us ESLteachers as sensitive to students, helpingthem in any way we can. but we've over-looked the importance of bringing theirconcerns into the classroom. Students get in-spired to learn English by helping eachother find solutions." 15

About the author: Nina 1Vallerstem. who has anM.P.11 in public health, is an international ESI. eomsultant. She is the author of Language and Culture inConflict. Problem-posing in the ES1. Classroom. In-terested readers ma) ss rite to her at the Department ofCommunity Medicine. University of Nett Mexico,Albuquerque. New Mesita 87131.

ItErtittENCESPreto% Paulo 1973. Education Jot Caned Contehooness, Noe

York. Sealmo Pre,I )ohln, Carol nr. 19S2 Error and !Mem() TES01. Neu slater

17121:19.20

Refugee Information Update:

ESL PROGRAM IN SOUTHEAST ASIA REFUGEE CAMPS

The Intensive ESL and Cultural OrientationProgram operates at three sites in SoutheastAsia. About 85% of the eligible refugees current-ly arriving from Bataan. the Philippines; Caking.Indonesia; and Phanat Nikhom, Thailand haveparticipated in the 'ESL/CC) Program. TheU.S Department of State provides funding forthe ESL program in the camps.

Service providers in the U.S. can obtain in-formation about the English proficient) of In-dochinese arrivals through:

a (Altaic-ate carried by students who completethe IESL/C0 training program;J VA [Joint Voluntary Agency) bio-dataforms received by t' S volags [voluntaryagencies); anda refugee's 1.94 (to be implemented soon)

A refugee who completes one level of IESI.receives 216 hours of instruction [There arefh., 1",,j,; available.)

There is a regional ESL and CO curriculum,identifying minimum content skills being taughtto the students. Lesson plans, scheduling andlength of classes vary for each site For example.the instructional day ranges from four and halfhours to seven hours at the sites; and studentsreceive training from 18 to 20 weeks. Differentagencies and organizations administer the pro-grams at each site. Teachers are host countrynationals (e.g., Filipinos teach at Bataan), whilesupervisors and teacher trainers are usually na-tive speakers of English from the U.S.

Most ESL teachers are probably unfamiliarwith the CO component of the curriculum.Lessons are normally taught in English andtranslated by trained aides into one of theSoutheast Asian refugee languages. Studentswith limited English ability may be able todemonstrate their understanding in their ownlanguage, but not in English. There are tenareas of CO competencies, incluthm emplcq -ment, housing and social roles. In housing. one

30 163

by Julia L. CageSoutheast Asia Regional Service Center

competenc} states "Students can describe simi-larities and differences between former housingand typical American housing." Like the ESLcurriculum, the competencies rehect the mini -:nun) content and skills taught to students at allsites and are not a guarantee that every studentcan perform all of the competencies.

A four-volume set of ESL and Cultural Orien-tation Resource Manuals has been distributednation -ovule on a limited basis. The Manuakcontain ESL and CO urneula, teaching activi-ties, and other teacher reference Informationdeveloped by a program staff at the three sites.

A new 108.hour prevocational curriculum hasrecently been instituted in the IESL/C0 pro-gram. This new curriculmn is designed toequip rdugees who have minimal English lan-guage proficiency and education with additionalwork elated skills so they can better competein the U.S. job market. The prevocational com-ponent is not intended to provide training inany specific job or vocation. It is designed toenable refugees to better function in any entrylevel job, and to handle othe-job training oncethey are employed.

To receive a 111011(11iy Update on the ESLprogram in the camps, write- Washington LiaisonOffice, Southeast Asia Regional Service Center,Center for Applied Linguistics, 3520 ProspectStreet. NAV., Washington, D.C. 20007 or call(202) 298.9292. The Center can answer questionsabout the program and send out a copy of theprevocational curriculum and a list of ESLcompetency statements by level.

E.,erpted from the 1PAESOL Ns us, J tuw

k bout the author Julia Cage o n.s* ort. modulator at the SoutheaktIlegtonal Sentre Center. C A I.. Ilrr MI& rol I% Ile I. Bo% 196.

adion. adongtt 9S070

TN 10/83

CALL FOR VIDEO PRODUCTIONSDue Cate: November 28, 1983

The TESOL Convention in Houston will includea video theater Wednesday, March 7th through Saturday, March 10, 1984.In order to ensure the best possible audiences for video showings, we want to include a schedule of tapes to be shown in the

Convention Program. Video presenters will be allowed five minutes to introduce their tapes and five minutes to respond to audioncequestions. Handouts may be distributed at the presentation.

PROCEDURES1. Complete the form below and send three copies to Suzanne Griffin, Video Theater Coordinator. You may attach additional

pre-printed material about your tape. DO NOT send the video tape itself.2. In addition to the form, send a 3" x 5" file card with

a) the presenter(s) name(s) (write last name first);b) video format;c) type of video tape; andd) title of tape typed in upper lefthand corner.

3. On the day of the presentation, bring your tape and handouts to the video theater in the morning. After your presentation, ple-metake the tape and handout mates :als with you. Do NOT bring your master copy to the convention; bring a "dub" instead.

4. Send the three copies of the form, the 3" x 5" card and any additional written descriptions of your tape to:

TESOD. Suzanne GriffinTESOL '84 Video Theater CoordinatorInstructor, Intensive English ProgramDC-08 ;303 Parrington Hall)University of WashingtonSeattle, Washington 98105

In order for tapes to be considered for the program schedule.the forms must be postmarked no later than November 28, 1983.

TESOL 84 '90E0 PRODUCTION DESCRIPTION FORMName(s) of Presenter(s)in the order in which you want them listeo. (Irdicate production roles. produ- ?sector, etc.)

1.

2.

3

Title of Production.Format: (3/4" cassette preferred; Betamax available; VHS and reeltoroel players NOT available at thr, "onvention)

Length. Overall Production Quality ("in-house" classroom production, institutionalproduction, broadcast quality, etc )

Topic/Subject:

Genre: (Documentary, teaching demonstration, "canned lesson", etc.)

Summary of Content (not to exceed 75 words)

Bio-data Statement(s), 30 word maximum per presenter (attach extri sheets if necessary)

Intended Audience (Teachers, Administrators, etc )

Interest Sections (List up to 3; use the list on the TESOL '84 Proposal form found in the April TN)

TN 10/831(4

31

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,dippliecilitigitistics,,Wiubington; D:C4I'jobai Famielmi-Teachers College, Columbia University, New York New York; Jean flandscombe, Noitli York Board of Edniation, Toronto;ttaciatice46.4iJ4pCS,aop,a'1"; gkaj4rifiiierar,..Hiali" "Mnrid' 1r iiigli'' Silent, Alexandria Virginia; Vindiivi Cohen, Heiiie;kluivenity: r°r

4 O n t a r i o ; C a u n d a i B o l l y , 1 4 ne o b a ; M a r i e s t r a G e o r g i a ? Darlene L ar s o n , e i i , York Unis ersity,..\ hew Y o r k , hew ,York Linn. L o u g h e e r l k W i s h i n g t o r i ; D : C z t Marini &Midi, Cbieigolub

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., ;Faecutioi /Labium. Carol LeClair, V. ashingtoal D C

Elettpinent and Prornotions. Aaron:Iiermajil, Sar, Francisco, &ford;

,,,,e. 4 : t . _.- i-eFalitii;TESOL :EditATESOL'Nea alettev13arrykiTaY_1011...; s'-'11,111ce 11. Osman -2jers y glessee't- ' '''

,.ill of Peinsylvaniii, ..._ :, :iF:/1, LaGuardia Column!, ity College. CUNY , Florida StstellniversityPhibilni Mili,,,, PrensYlVerils 191B45. -tLong island City Newliork 11101 - , o'TaIlaluisainiakilidi 32306

fESOLiiiiiiiiiliiiiS SeInikiiiiibieriO*11. to lie TE§OLOtsarterly and tile TESOL Newsktter,Annualiernbeisidp rata: Regniar memberSids4a0;Student-niensberalsW(firithosKeligaged,Kit Iesitlialf-tine study);415:jointsuembershw ow. memoet bouiehold),44klaittotiOnal membership, i45 Commercial'liseMbership; .$15fairaprofelikinat-.Retiiid;;Unemployed or:Volunteer menbership, $15: Additional usa6mg fee: Foreign snrface-mail add ss, or.foreign airMail adflt$15MleasiiiialseelseekInX.S: lurid.i; drawn , on it U.S:.blink. payable to",TESOL. Mail to:`,TESOI: Central= Offiee, , 202 JY.C. Tiarisit Billing,

\GesirgejinyfiUnfireilitOVishingt66,,D.G.20051:Telepbcinei.(20:4) i,F9r,c1ssinge,of addressor otherinformation, write to TESOL at foregoing address....,..." ,,,JA.-,e... -,.!.= '. - -c"

.. ,. .- ..... . ....,,,.-

TESOL, 202 D.C. Transit Building, Georgetown University, Washington, D.C. 20057 U.S.A.

TESOL NEWSLETTER VOL. XVII, NO. 5, OCTOBER '983

Houston18TH1T,SOL

"NUA l.ti 04,

CONVENTIONhotz 10114 MAU ittaryCy

Program Chain Penny LarsonAlemany Community College Center

San Frandsco, California 94109Associate Chain Elliot Judd

University of IllinoisChicago, illines 60680

-

1R5

NON PROFIT ORG.

U.S. POSTAGE


Permit No. 16

Vol. XVIl 'No.6

-i

k.

Teachers of English to Speakers of Other Languages December 1983

REFORMULATINGCOMPOSITIONS

by Andrew D. CohenThe Hebrew University of Jerusalem

Second-language teachers typically havea stack of essays to correct at one time. Todo just a thorough editnot a rewriteofevery paper would be a monumental task.So, teachers usually content themselveswith being selectivesingling out a few ofthe more conspicuous rhetorical, lexical,and grammatical problems. It is probablyfair to say that teachers rarely write entiresentences over, but rather provide com-ments here or there. Thus, in reality stu-dents are only getting partial feedback asto what would make their writing morenative-like on any given draft of an essay)For example, many language teachers donot have or do not take the time to suggestalternatives for even a few of the student'sinappropriate lexical choices. For one thing,imprecise vocabulary may sound accept-able in the context of other imprecisevocabulary. Students are then often en-couraged to rewrite these partially-correct-ed essays at home, incorporating the sug-gested changes.

The question that comes to my mind iswhether a student essay, even after multipleedits incorporating a configuration ofteacher and peer feedback, would consti-tute the way that such an essay would lookif a native were to write it. Perhaps we donot envision mastery as a realistic goal fornonnative writers, and so our approachesto feedback on written work have reflectedmore modest goals. Yet it may be healthy,nonetheless, to consider techniques forbringing our studentsparticularly themore advanced onescloser to mastery.

In one study that I undertook a few

Continued on page 4

11t is true that in feedback syste ns which put emphasis on theprocess of uratang (sec Zantel 1982). students may eventuallyremise comrehenswe feecibackpossibly through meetingswith the teacher or with a peer tutor,

TN 12/83

18th Annual Fete

HOUSTON OILING UP FORTESOL CONVENTION MARCH 6 -11

TESOL '84 Local Committee

Houston, host city for the 18th annualTESOL Convention, holds many surprisesfor most people. Long identified with thepetrochemical industry, the fourth largestcity in the United States is emerging as acenter for finance and internationL. trade.Known for its Space Center (NASA), Hous-ton also claims one of the finest medical

research centers in the country. What canone expect in this sprawling high-rise, tintedglass metropolis? The answer is "Almostanything!" Music lovers can go to theopera, symphony or ballet; country-wes-tern fans should definitely plan an eveningat Gilley's. Jazz, big bands, Dixieland and


.1 R6

0

0

1

TESOL .NEWSLETTER-'Alice":1VOsthin;EditOr

F: H: ,LaGuacdii%Community College; CONY-3140ThOinitizi Avenue .

,CityiNeW;Yorld1101TelePhdiej121i16-26-85, or;

."(212) 663-L1819.:

Editorial Staff -slid Advisory Boardr e u

Richard AllYieright;fInfeeisitypfLancaster; Lancaster,,England;john Boyd; Illinois State UtdarsKO, Non. 1,

;Miry ,AniV.:13ityi,z--Illieiciis ;Sate University,'Noimar, Snotn.CoIlege,TPliili.Inp`thnh;;Cithi'Dtir EtiiternsMiehlian-

ti;Npislintl,NiChigrori.lreai.Thitii, Bronx' Ccirn.

Middl;:kaavriefineclijlitftiiis16/,-Turkey; :Winifred Falerin,,AmiricairLanguage Pro;,gram;;Colutiabill ,Universitif,'NewAcrk,..New York;'Douglas-FUN:4, co/oindoStali,UninersitY;yr:cot:lies, C.riloiado;-Sergio,Gaiten,Ittititato MiikanoN

'arnerleatio':dekRelikioties'Culturoli:4-A.C4, MeideOCity, Mexicor-,Mitir--Hinei;-iNew4York;4NeW:-Yorlc;Carol j:Kreidler, Georgetown UnfriersitipWashington,D.C.:Jean MeCiainehie; Paie Unfvenit'_Neni YorkLCarriieifjuditliNitie;Ctirt; Unkiiiiddd dePuzrto :Rico: Rio' Piedrai;;Puerto aka:Robert:13p;randy, Teoclie-i-,Coliege; Columbia University, NewYork, NeWYOrkHoWard Sage, American LanguageInstitute, New York Coiner-MN; New York, New York;Use Wmer,Urifttersite de Montreal, Montreal, Canada.

Production ManagerLaistalku-iity

Pantagriph PrintingBloomington; Illinois 61701

Advertising MairsgerAaron Berman


San s rancisco, California 94114Telephone: (415) 697 -5638

The TESOL Newsletter (TN) is published six times a year,February through December. It is available only through mem-bership in TESOL or its affiliates. See back page for member-ship information. ',.

TN welcomes news items from affiliates, interest sections,and organizations as well as announcements, calls for papers.conference and workshop reports and general information ofinterest to TESOL members everywhere. A length of approxi-mately 300 words is encouraged, for those items except forconference announcements and calls for papers which shouldnot exceed 150 words. Send two copies of thew new items tothe Editor.

Longer articles on issues and current concerns are alsosolicited, and articles on classroom practices at all learner levelsand ages are especially encouraged. However, four copies ofthese are required as the.), are sent out for review by membersof the Editorial Staff and Advisory Board before publicationdecisions are made. Longer articles ore limited to 1 .0 words orfive typed double *we pages In preparing the manuscript.authors are advised to follow the guidelines found in theTESOL Quartedq. (t. copy of the-guidelines may also berequested from the TN Editor.)

Authors who wish to contribute to special sections of the TNare auvised to send two copies of their ;terns' directly to theeditors in charge of thine pages. Affable and Interest SectionNews: Mary' Ann Christison, Snow calege, Ephraim. Utah84627, Book Reviews: Hounrd Sage, American Languagetutc, New York Unicerait , Washington Square North, NewYork. NY 10003; bite ,Exaange: Liz HampLgons.Institute of Applied LanguageStudies, Uniceesity of Edinburgh,Edinbu-zh EDS 4DP, Scotland. It Works: Cathy Day, EasternMichigan University, Ypsilanti, Michigan 48197; Standard Bearer(employment issues), Carol Kreidler, School of Languages andLinguistics, Georgetown University, Washington, p. c. 20057

- Notices oljob openings; asshtintshlYs 'or fellows/Its areprinted without charge provided they .re -100 words or less.First state name of institution and location (city, state, country).Include address and telephone number-X.-last. The 100-wordlimit need not include the Equal Opportunity Employer state-ment but that information should be made clear in the coverletter. A fee is 'charged foi special ei boxed fob and institutionalads, and they are limited to one-half of two columns. Arrange-ments are made throtigh Aaron Berman, TESOL Developmentand Promotions. -Note deadlides for receipt of, items below:however, last minute job notices' will be'accepted providedthere is space. Advertising rates and information are availablefrom Aaron Berman,'TESOL Development and Promotions.See address and telephone number above.

Deadlines for reefd +Jai copy:December 15tli for the February issueFebruary 20th foi thii April issueApril 40th for die June issueJune 20th for the AUtuist issueAugust 5.0th' for the October issueOctobct2Ikh for the December, {true

Nest Deadlines FebniarY20thfor the-April TN I

2

P4adedd1 toreeorice7Neweeeit4At the midyear meeting of the TESOL execu-

tive board (October 10-13) a number of impor-tant decisions and reports were made. TheTESOL budget for 1983-84 war approved andthe appointment of the executive director ofTESOL was renewed until June 1987. Basing itsdecision on the report of the Task Force on theFuture Needs of TESOL, the boar determinedthat by 1987 TESOL should have a full-timeexecutive director.

The Evaluation Report of the Toronto Con-vention, prepared by Lyle Bachman, was dis-cussed at length. Perceptions of the conventionwere generally positive. The major area ofconcern was that there was an embarrassmentof riches--too many activities at one timeandtherefore conflict., in schedules for participants.This is a natural result of the evergrowing sizeof our conventions. The only alternative toscheduling many activities at one time is to havefewer (and therefore much larger) sessions,which the board decided was not an advantage.Even with the growing number of regionalmeetings and the popularity of summer meet-ings, the reduction of the size of the annualconvention seems unlikely. Penny Larson andElliot Judd have. for example, received over1200 proposals for presentations and it seemslikely that for the 1984 convention about half ofthem will be selected.

A second concern of the respondents to theconvention evaluation questionnaire was thehigh cost of accommodations. Actualiy therehas always been, and will continue to be, a listof inexpensive hotels available on request. TE-SOL's problem is essentially tie need to cutconvention cc -ts by selling hotel rooms. Meetingspace is usually free, provided a certain numberof hotel rooms are sold.

Plans for the upcoming Houston conventionwere also reported. The board approved theholding of a Leadership Workshop durir.g theHouston Convention. This will complement theTESOL Leadership Handbook presently beingput together by the TESOL central office. JeanHandscombe and Charley Blatchford w ill con-duct the Leadership Workshop for affiliate andinterest section leaders on Tuesday prior to theopening session of the Houston convention.Funds were set aside to insure attendance byrepresentatives from all affiliates and interestsections.

The subject of video taping convention pre-sentations w as discussed and it was decidedthat TESOL would contract out such taping tomake tapes available at cost to affiliates andmembers who wish to have access to the presen-tations of our annual convention. The ExecutiveDirector will, in consultation with the Publica-tions Committee, set this into motion as quicklyas is feasible.

Plans for the 1984 Summer Institute andSummer Meeting at Oregon State University inCorvallis are well under way and the 1985Institute and Meeting at Georgetown Universityare also well into the planning stages. Proposalsfor subsequent institutes are being solicited for1986 through 1988. (See notice on page 18.)

The appointment of an Ad Hoc Committeeon the International Concerns of TESOL wasapproved. dais will incorporate the presentStudy Group on the International Roles andConcerns of TESOL. The chair of this commit-tee will be Liz Hamp-Lyons of the University

JR7

of Edinburgh and in addition to the presentstudy group members, it will be expanded toinclude a wide spectrum of the internationalmembership of TESOL.

The board discussed the need to supportregional meetings and it set aside funds to beused as seed money for any group of affiliatesthat wish to pursue such meetings. It is hopedthat regional meetings in Europe, Latin Americaand East Asia will scon be possible.

The board extended insurance coverage tomembers of all TESOL affiliates as long as theaffiliate certifies their membership. This meansthat the medical and life insurance optionsdiscussed in this column in the October issueare now available to all bona fide TESOL mem-bers and also to any members of TESOL affili-ates who are not TESOL members. This islimited rely by certain state, provincial, andnational restrictions on such insurance policies.

The Task Force on Future Needs of TESOL,chaired by the Executive Director, requested anumber of staffing and space additions. Theboard approved the immediate hiring of a full-time convention coordinator, which will relievesome of the heavy demands on the presentstaff. Additional space in the DC Transit Build-ing Ivas requested and approved. The boardrequested job specifications for a field servicestaff position. These specifications will be dis-cussed in Houston.

The dues for membership, still the loves' ofany major professional organization, were raised10 percent, the limit set in the TESOL consti-tution. It was felt that the increase is needed topay for the additional staffing and space needsof the central office, in order to provide betterservices to members, and to finance the newaffiliate support features approved by the board(regional meetings, leadership workshop, speak-ers).

New appointments to standing committeeswere also announced and they are:

To the Committee on Professional Standardschaired by Carol Kreidler: Cathy Day, EasternMichigan University; Mare Helgesen, New DaySchool, Sendai, japan, Tippy Schwabe, Uni-versity of California at Davis; Jean Ramirez,San Francisco Unified School District; RichardHandscombe, Glendon College, Ontario; Johnand Mary Ann Boyd, Illinois State University;Karen Galeano, Albuquerque, New Mexico Pub-lic Schools, Peter Strevens, Bell EducationalSystem, Cambridge, England; Howard Morarie,Cherry Creek Public Schools, Colorado; DonaldEnoki, Hawaii Department of Education; BettyPrados, Culegio Universitarto 'etropolitano,Rio Piedras, Peggy Doherty, San FranciscoCommunity Cc!lege Centers, Richard Orem,Northern Illinois University, Sergio Caitlin, In-stituto Mexicano-7....,rteamericano de Relaci-ones Culturales, Mexico City; Victor Mason.University of Kuwait; and Richard Day, Uni-versity of Hawaii.

To the Rules and Resolutions Committeechaired by John Fanselow: Frederick Jenks,Florida State University; Ian Gertsbain, GeorgeBrown College, Toronto; Kenji Kitao, DoshishaUniversity, Kyoto, japan; Joe Clavan, Com-munity College of Philadelphia; May Look,Honolulu; Mary Ashworth, University of BritishColumbia; an : Donald Seigal, NortheasternIllinois University.


TN 12/83

teeContinued from page 2

To the Committee on Sociopolitical Concerns,chaired by Jeanette Macero: Steve Duffy, Uni-versity of Nevada-Las Vegas; Mackie Blanton,University of New Orleans; Bob Maple, Brazil;Bill McMichael, University of British Columbia;Denise Staines, University of Paris; Bill Powell,Florida State University; Terrence Carroll, EIS-Seattle; Allen McGoffin, Quito, Ecuador; Rose-mary Casey, Jefferson County Adult Education,Colorado; Marcellette Williams, Michigan StateUniversity; June Quan, National Board of Di-rectors, YWCA, San Fanc:3co; Dennis Terdy,Illinois Adult ESL Service Center; Agnes Werner,University of Puerto Rico; Cameron Beatty,Snow College, Utah.

To the Scholarship Committee chaired byDarlene Larson: Nancy Dunetz, New York Pub-lic Schools; Neil Anderson, Brigham YoungUniversity; jean Handscombe, North YorkBoard of Education, Ontario; Andrew Cohen,Hebrew University, Israel; Penny Larson, SanFrancisco Community College Centers; JodiCrandall, Center for Applied Linguistics, Wash-ington, DC.; Nicholas Collins, Capilano, BritishColumbia; and Rosita Apodaca, University ofTexas at El Paso.

Appointments to the Public Relations Com-mittee and the newly created Ad Hoc Commit-tee on the International Concerns of TESOLwill be made prior to Houston.

The Teacher Education Interest Section, ap-proved in Toronto, will be headed by RichardOrem of Northern Illinois University. The as-sociate chair of this new IS is Mary Ashworth ofthe University of British Columbia.

It should be noted that a number matterswere not, as one would expect, resolved at themid-year meeting, either because of lack oftime or information. Subcommittees were es-tablished to look into such issues as: the expensesor losses incurred by affiliates hosting the annualconvention: the possibility of an Associate Mem-bership; the possibility of establishing accountsoutside the U.S. into which members coulddeposit local currencies for membership duesand the purchase of publicationc and the de-termination of the equitable use of the speakerslist. The disposition of the Oa TESOL publi-cation was returned to the Publications Com-mittee for further discussion. The 1984 and 1985issues will be published upon the advice of thesecond vice presidents, and any changes willoccur after 1985.

If you wish a copy of the minutes of the mid-year meeting, you may request them, as youmay the minutes from any board meeting, bywriting to the central office. They will be sentout as soon as th y have been approved by theBoard.

fe4 Vesdeell

!as %.IWO

"MEP

EXHIBIT

TEACHER-MADEMATERIALS

AT TESOL '84

SEE PAGE 31

-----46-00.-4,TZ1 12/83

TESOL CHECKSNEWSLETTER MAILINGS

The TESOL Central Office is attempting tofind a way in which the TESOL Newsletter canarrive at distant destinations more quickly. As apart of this effort, we experimented with analternate means of mailing the August issue.Members who live in Europe and Asia and whodo not pay the additional fee for air mail servicewere sent their August issue through a firmwhich specializes in expediting printed matteroverseas. In order to ascertain how the servicesucceeded, we asked for feedback from thesemembers as to when their August TN arrived.We took advantage of the opportunity to alsoask air mail members when their August issuearrived.

First of all, we want to thank the many TE-SOL members who responded to our request.As of October 17 we have received 268 re-sponses from air mail members, 131 responsesfrom members in Canada, and 155 responsesfrom members included in the experimentalform of mailing.

The August issue of the Newsletter was sentout from the printer in Illinois on September 7.For air mail members, no matter in what area ofthe world, the bulk of the newsletters arrivedbetween September 19 and 29. Deliveries inEurope and the Caribbean area were the IP-Atconsistent. In each of the other areas, therewere exceptions to the general dates. On theearly siderone member in Saudi Arabia reportedSeptember 12, two in Japan reported September15 and 18, and one in Australia September 15.On the late side, individual newsletters werereceived in Ecuador, in Sri Lanka, and in So-malia on October 3, and in Israel on October 3and 4.

In Canada, most of the newsletters werereceived on September 19 and 20. However,there were individual reports of September 9 inHull, the 12th in Montreal, and the 16th in Win-nipeg. Those responding from Vancouver (5)all reported receiving their August issue onSeptember ;2. There were individual reports ofSeptember 26 in Gibsons, British Columbia,and September 28 in Ottawa.

Finally, here are the results from the experi-ment in shipping through the firm which expe-dites overseas printed matter. In Europe thenewsletters were received between the dates ofSeptember 28 and October 10, with Englandand Scotland being the earliest and Finlandbeing the latest. In Asia, members Japanreceived theirs between September 27 andOctober 8, most of them during the first fivedays of that period. In Thailand they werereceived on October 8, and in Singapore be-tween October 8 and 10. Therefore, on anaverage, the newsletters sent in thi., way arrivedabout 10 days later than those sent by ai mail,It anywhere from one to two months earlierthan they probably would have arrived by theregular surface mail.

he experiment was successful, but the draw-back is that only certain countries are served bythis firm, and our members in other countrieshave to wait for the "slow boat." For that rea-son, the central office intends to experimentwith yet another firm which serves more coun-tries of the world, in order that almost all of ourmembers can benefit from faster delivery.

Carol LeClairExecutive Assistant, TESOL

1F8

GRANT FUNDS STUDY OFSTUDENTS FROM

NON-ENGLISH-SPEAKINGBACKGROUNDS

Princeton, N.J.The U.S. Department ofEducation has awarded a grant of 3120,000 toEducational Testing Service (ETS) of Prince-ton, N.J. The grant will fund a research projectdesigned to identify factors to :;onsider whenassessing the academic achievements of childrenfrom non-English-speaking backgrounds.

The research will use data collected through-out the current school year during a nationwidesurvey of the reading and writing skills of90,000 public and private school students con-ducted by the National Assessment of Educa-tional Progress (NAEP).

According to Joan Baratz, ETS project direc-tor, those 4th, 8th, and 11th graders who havelearned English as a second language and theschools they attend will be asked to provideinformation on the characteristics of teachers,school programs, and the children's schoolacU evement in reading and writing.

.le results of the research will be valuable toNAEP in future assessments of student academicachieve. ent. Meanwhile, the data will be usedto design a survey of the special needs ofhildren from non-English-speaking back-

grounds an the services these students receivein the nation's public and private schools.

NEW CATASTROPHE =MAJORMEDICALPLAN,,,OFFERED

Maximurnlieneiiir $1iMBBOU

TESOI; Executive Direciorjaraes; E./ALli is .

announced tile endorsement iifrt new Member-ship insurande,plan that pays benefits beyond;any prcivided -by, basic ',health instirinee-,7rthe$1,000,000 CaiasiroPhe-MajOiMedi;&ilPlan.

During the Charter EnrOlirrientPerind now,in.progress;,- members -and-spoiises',,egaralesi:Ofage.are guaranteed aeceptanee.-,Unmairied 'de-pendent childien,tO age 25 qualifiautornatia-ly. Enrollment endi March45,4984..

The new plan is designed as back -up Protec-tion for ex7traOrdinarY,medicablinsPiial-Surgieal-conVileseent :ixpeniiijirolights on by a eatas-trophidillhess or accident. Benefits under theplan tie in Witfi,basie major medical or hospitali-zation insurance nientheri currently had.

Because this-4 supplemental -Prole Lion, theplan includes a $25,000 deductible. Expensesunder the deductible wily be =paid r by basichealth insurince.pOlicies. But for expenses overthe deductible, the CatastroPhe Major MedicalInsurance Plan ,prOvides insureds with.:100%coverage of eligible Medical-hOspital-stirgical-convalescent expenses with up to $1,000,000 inbenefits for ten full years. A period of two yearsis giveri.ta 'reach the deductible aMOUnt.

Should more than one ifisiired faMilY memberbe injured in the iimeaCeident-L--or contract thesame disea:te within 30 daysonlY one deduc-tible will apply for thcise involVed. Yet eachinsured is eligible for'full benefits. Thii is justone of the outstanding features Allis new low-cost plan.

All members will receive complete informa-tion on the TESOL eridinied $1,000,000 Catas-trophe 'Major Medical Insurance Plan themail. Or, member !nay contact the:TESOLInsurance AdminisiratOiv Alberf1V,WohlersCo., TESOL GROUP INSURANCE - ,PLANS,.1500 Higgins Road, Park Ridge, Illinnis-130068.

3

COMPOSITIONSContinued from page 1

years ago (Cohen and Robbins 1976), Iwas struck by how unsystematic my feed-back to students was on written work overa ten-week university-level ESL course.had, in fact, been using a detailed frame-work for written work. All the same, whenI lined up 15 samples of English writingfrom three Chinese speakers in the class, Irealized that I had been inconsistentsometimes catching conspicuous errors,sometimes not. And I had also been incon-sistent in my diagnosis of what the sourceof the problem was.

In light of these considerations, it seemedto me that something was missing regard-ing feedback on written work. It was thenthat my colleague at the Hebrew Univer-sity, Eddie Levenston, put me on to the"reformulation" technique as an importantcomplement to the typical form of erroranalysis that characterizes the feedbacklearners usually receive with respect totheir written work (Levenston 1978).

Levenston took an essay written in Eng-lish by an eleventh-grade Israeli student,and demonstrated how, even after surfaceerrors were eliminated, the essay was stillin need of correction of the kind oftenin ovided by teachers of native-languagecompositioncorrecticn regarding prob-lems such as lexical inadequacy, syntacticblending (two separate ideas in one syn-tactic construction), conceptual confusion,rhetorical deviance, and ambiguity. Leven-ston proposed that we distinguish a firststage aimed at removing "goofs," from afurther stage of reformulation aimed atimproving the style and clarity of thought.But he stopped short of proposing thatsuch a technique be utilized in the second-language classroom. He asked, ". . . whatsecond-language teacher has time for suchdetail treatment, much of which shouldhe handled in the first-language class-room?" (Levenston 1978:11).

My students and I responded to Leven-ston's challenge and took his idea out intothe second-language classroom. In thisarticle, I will describe the technique as Ihave adapted it from Levenston, suggestpossible ar_nlications, give an example ofwhat the technique actually looks like, andthen discuss some of its limitations.

Reformulation

This is how the reformulation techniqueworks. First, the learners write a relativelyshort composition (say, 300-400 words inlength) Then, the teachers provide feed-back on one or more drafts of the writingso that it better approximates the targetlanguage. Ideally they do this without thelearners' input as to what they meant towrite. Teachers nre asked to provide feed-back in their usual waywhether by simplyin ;leafing the presence or specific locatioiof errors or by giving clues or examples ofhow students could correct their errors(see Hendrickson 1980).

4

Then the learners are requested to submita revised draft of the essay to a nativespeaker to he reformulated. What thismeans is that the native speaker is torewrite the very .,ame essay without chang-ing content, but to reformulate it frombeginning to end so that it sounds asnative-like as possible. In other words, thenatives do not simply rewrite a sentence ortwo, but actually rethink the essay so thatit reflects their styletheir approach toexpressing those ideas. Sometimes the re-formulator is the classroom teacher, butusually the learners are requested to findtheir own reformulator from among theircircle of friends and acquaintances.

The reason for having natives reformu-late what the nonnatives write rather thanwriting about their own ides is that in thisway the nonnatives art able to feel that theessay is still theirs, even though it is re-formulated. Consequently, the nonnatives'motivation to analyze the way in whichthe natives write up their same ideas willprobably be greater than, say, their moti-vation to analyze the way a publishedsource might write about the same topic.This motivation may be even greater if thereformulation comes from a native-speak-ing peer (e.g., a fellow student) ratherthan from a teacher.

Once the reformulation has been com-pleted or perhaps while it is going on, thenonnatives compare their carefully revisedversion with this reformulation. Ideally,the reformulator or another native providesassistance in this task. The way I suggestconducting this comparison is by makingseveral passes through the essay , each timefocussing on a different aspect of the writ-ing. Separate passes could he made foreach of the following:

1. Selection of vocabularyHow doesthe native's and the nonnative's choice oflexical items and phrases compare? Foiexample, does the native use more precisewords, more concise phrases, and more/less formal words?

2. Choice and ordering of syntactic struc-tures Fo' 'sample, does the native alteror replace 1.mtactic structures, and if so,what is used in place of them? When doesthe native use more comi-lex or less com-plex sentences to convey the same mean-ing?

3. Markers of cohesionIn what waysdoes the native writer link together thedifferent ideas to form a text (i.e., withinsentences, and across sentences and para-graphs)? Such links are established bymeans of grammatical forms such as :.on-junctions (for combining ideas, contrastingthem, and for indicating causality), pro-nouns (personal and demonstrative), andlexical items (e.g., repetition of the sameword or use of synonyms).

4. Discourse functionsIf the essay in-cludes functions such as categorizing, de-fining, hypothesizing, or questioning, doesthe native realize these discourse functionsin a different way from the nonnative?

_1 R9

Applications

While on sabbatical leave at the Uni-versity of California, Los Angeles, in Fall1980, I had foreign students in the advancedESL writing class (English 106J) that Itaught compare the revised version of anessay that each one wrote with a reformu-lated version. The students then had toproduce a list of differences. Their responseto the technique was quite positive.

My experience with this classroom ac-tivity suggested that the payoff to non-native students could be substantial. Ratherthan just dealing with successive revisionsof their writing, they now had the oppor-tunity to see where they were in relation towhere they would be if they wrote natively.The value is not just in seeing the distinctionbetween themselves and mastery, but alsoin determining areas which they may wishto focus on. My experience also showed,however, that the majority of nonnativesmay wish to do the composition analysiswith the assistance of a native. Whereassome learners have the motivation and"monitoring" ability to do the comparisonon their own, others need more guidance.

The reformulation approach may dra-matically call into focus areas that thenonnative was unaware of. For example,when a UCLA native-speaking graduatestudent provided feedback on a friendlyletter written by a Chinese ESL student,the letter appeared basically quite accept-able Yet a systematic comparison of therevised version and the reformulation re-vealed that this nonnative was transferring

iscourse functions (e.g., opening, closing,apology, and invitati -1) from businessEnglish Such functions were consistentwith her work experience with businessEnglish, but incompatible with the natureof the friendly letter that she was writing(Dally 1981) Thus, we see that reformulation may point up major deviations fromnative-like writing in the writing of non-native studentsdeviations which if over-looked, could we'l lead to significant fossil-ization.

An Example

Let us now take a look at one excerptthat has been revised and then reformu-lated The following are the opening linesof an essay written by one of my studentsin the advanced ESL writing class at UCLA:

If the time ever conies when awoman is elected to the presidencyof the United States, how well willshe perform? Will she he able to rulebetter than our male presidents have?Will she be able to handle the prob-lems of running a country? In thisessay , I'm going to answer thesequestions by anal) zing the womenwho have ruled in other countries.

One woman is Cleopatra. She be-came ruler of Egypt at the age ofeighteen. Even at that young age shehad a strong thrust for power . . .


TN 12/83

COMPOSITIONSContinued from page 4

I was the instructor in the course andmade no changes in the opening paragraphwhen I corrected this essay. In the secondparagraph I suggested changing the firstsentence from "One woman is Cleopatra"to "One such woman leader is Cleopatra,"and wrote the word "cohesion" in themargin. I also changed "thrust" to "lust" inthe second sentence of that paragraph,while the student probably meant "thirst."

The reformulation of this excerpt, writ-ten by a friend of the student, was asfollows:

flow well will a woman performif she is ever elected president of theUnited States? Will she execute theduties of her office better than males?Will she be al-.1e to handle our coun-try's problems? In this essay I willexplore these questions by analyzingwomen rulers of other countries.

One such woman is Cleopatra. Atthe tender age of eighteen she as-cended Egypt's highest office. Evenat such an early age she had a strongcompulsion for power . .

Let us compare the slightly revised ver-sion to the reformulated one. In terms ofselection of vocabulary, we see that thenative writer replaced or modified a num-ber of the lexical phrases just in these fewlines. For example, "able to rule" wasreplaced by "execute the duties of heroffice," "answer these questions" by "ex-plore these questi( ," "become ruler ofEgypt" by "asc. ided Egy pt's highest of-fice," "the age of eighteen" by "the tenderage of eighteen," "young age" by "earlyage," and "lust for power" by "compulsionfor power." We also note that the nativewriter replaced the informal "I'm going to(answer"' with "I will (explore)." It wouldalso appear that the native supplied severalquestionable forms--e.g., "males" (line 3)instead of "men" or "a man," in contrast to"woman"; and "- `lice" instead of perhaps"throne."

With respect to syntax, the native chosenot to begin the essay with the "if" clause,but rather to reverse the orde.. In thesecond sentence of the second paragraph,the native fronted the adverbial clause.Otherwise the nonnative's syntactic pat-terns were preserved. The native also intro-duced a grammatical error in using "as-cended" (line 8) instead of "ascended to."With respect to cohesion, the native switch-ed the pronominal referent "our" fromreference to "our male presidents" to "ourcountry 's problems." Finally, with respectto discourse functions, the native chose tofocus immediately on the rhetorical ques-tion introduced by "how," rather thanleading with the "if" clause.

Discussion

We are just beginning to exercise thisidea more extensively in teaching, but it

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seems to have potential. Following theUCLA study, I conducted a study in whichmy own writing in Hebrew as a secondlanguage was reformulated, as well as asmall-scale study involving the reformula-tion of university-level EFL and Hebrew-second-language essays (Cohen 1983b).The findings from these two studies wereconsistent with the earlier experiences re-ported here. A subsequent study involving53 advanced college-level Hebrew-second-language writers compared the reformula-tion technique to one of discussing theteacher's suggested revisions. In this study,the reformulation technique did not fare aswell as discussion of the teacher's sug-gested revisions, although for some stu-dents the reformulation approach providedmayor breakthroughs.

The results of the most recent studyId suggest that tyre reformulation tech-

nique be reserved for some students someof the time (Cohen 1983a). All the studiesseem to underscore the advisability ofutilizing this technique with students at theintermediate levels and above. In fact, itmay have its greatest impact among ad-vanced students who really are trying toperfect their second-language writing skills,particularly in some area of language forspecial purposes.

As with any technique, there are prob-lems. For instance, what if the nonnativesare weak writers in their native language?This factor may prevent them from deriv-ing full benefit from such a technique.Alvo, does it matter if the reformulatorsare not good writers? It could be arguedthat their being native writers at least givesthe nonnatives exposure to one of theways a native could do it. After all, non-natives learn to speak by associatirg withand receiving spoken input from all kindsof native speakers. Why not have themlearn to write by associating with all kindsof native writer All the same, it may beadvisable for the nonnative to have severalnatives rewrite the essay w hen feasible.(In the reformulating of my Hebrew writ-ing (Cohen 1983b) I had three reformu-lators.) Especially in countries where thetarget language is taught as a foreign lan-guage and where native speakers are fewin number, it may take some effort to findreformulators for all the students in a class,but it may well be worth the effort.

Furthermore, there is a clear advantage;n having the nonnative engage the reform-ulator or the teacher/tutor in a dialogueregarding the comparison between the re-vised version and the reformulation. Therew ill surely be instances in which the nonnativ e w ill w. alit to explain or justify ere useof forms that w ere replaced in the reformu-lation. There will also be instances in whichattention might be called to forms in thenative version which are actually inappro-priate (as in the case described above;though our experience is that there are notvery many of these cases. It may be thatdiscussion could be conducted in c' ss in

170

small groups of nonnative students, withthe occasional assistance of the teacher.

In addition, can we really expect non-natives to gain mastery of, say, lexicalphrasing so that they could come up withthe turns of phrase found in the reformu-lation presented above? Perhaps w e cannotexpect this of even the most advancednonnative writers, but we can at leastprovide them with an opportunity to seewhat mastery might look like. Then theycan make the choice concerning the extentto which they wish to approximate suchmodels.

In conclusion, I see exposure to thereformulation technique as only one modestmeans of achievi..g greater mastery ofwriting in a second language. There is nodoubt that nonnative learners can alsobenefit greatly from exposure to the writtenwork of natives writing about their ownideaswith regard to both the form of themessage as well as its content. In fact, onemethod of teaching ESL composition toadults calls for learners to first analyzenative writings by means of criteria thatthey later use to analyze and edit theirown writings (Anderson 1981). The reasonthat ; .. eformulation technique is attrac-tive to me is that it has the potential fordramatic resultsfor stirring up some realinterest in native-like writing among non-native writers.

Note: My thanks to Bill Gaskdl, Marianne CeleeMurcia Jackie Schachter, Frances Ilinofotis, Ex el > nHatch, Ann Raimes, and an anonymous rex 'ewer fortheir comments on earlier versions of this paper.

About the author: Andress Cohen is Associate Professorof Applied Linguistics at the School of Education,Ilebreu Unix ersity, . He is chair of the Israeli Associa-tion for Applied Linguistics, former chair of the TESOLInterest Section on Research, and author of TestingLanguage Ainhto m the Classroom (Newbury }louse)

REFERENCESAnderson. P I. 1981 The use of editing to teach compo,tion to

adults Honolulu Department of English as a Second Lan-gaage, Um% ersity of I lac% an

Cohen. A I) 1983a Reformulating second - language tom xnrlions. A potential source of input fo The learner JerusalenrSchool of Education, Hebrecc Um% ersity

Cohen, A I) 1983h Writing like a !lathe The process ofreformulation ERIC. El) 221336

(Wien. A I) and Robbins. M 1976 Toccalx! assessing inter-language performance The relationship betcceen selectederrors, learners' charactt ristics. and the learners explanationsLanguage Learning. 26 (:), 45.66

Dally. Patrice. 1P81. Contrastic e analysis of Chinese letter%%riling in English as a second language With special attentionto discourse function Los Angeles. English as SecondLanguage. Urns ersitx of California

Hendrickson, J .I 1950 The treatment of error in written corkModern Language limn:n(64 (2), 216.221.

Lecenston, E Error analysis of free composition 7 he theoryand the practice Indian Journal of Applied Linginsties,4 (1).1.11

%mei. V 1982 Writing The process of disco% cling meaningTES01. Quarterly, 16 (2). 195.210

SEEKINGA NETWORK

FOR NATURALLANGUAGE EXPOSURE

Carolyn 7bel, Georgetown University, is in-terested ir. sharing ideas on natural languageexposure approaches to teaching ESL. Carolynhis been developing a weekend retreat coursewhich features English through action, includ-ing physical, intellectual and emotional involve-ment. If you are interested in this approa^b andwo d like to share your experiences with Caro-lyn at TESOL/Houston, please contact her atGeorgetown University, tel. (202) 625.3540, orwrite. 9112 Weant Dr., Great Falls, VA 22066.

5

IT WORKSEdited by Cathy Day

Eastern Michigan University

This "It Works" contribution is for all thoseESL teachers who think that TV is an obviousaid for improving listening comprehension, cul-tural understanding, and vocabularybut whohaven't had time to develop a systematic ap-proach for using it. According to the author thisactivity for intermediate and advanced students"teaches mountains of useful vocabulary, gen-erates impassioned discussion, encourages theintensive practice of listening comprehensionand is fun, tool' C. Day

USING THE SOAPS

by Richard Hughes

The activ ty centers on the use of a dailytelevision soap operaSearch for Tomorrowon NBC. Its length of thirty minutes is excellentfor classroom purposes.

The procedure begins with a short orientationto the Drogram. A list of all the characters ishanded out and an oral explanation of thecharacters' relationships to each other alongwith a synopsis of the basic story line is given.Students arc told to write down unfamiliarwords and phrases from the show for laterreview.

During the first few days, the emphasis is cumatching the actors' faces with the characters'names and learning who each person is on theshow. The names of the characters are writtenon the blackboard as they appear on the pro-gram and brief discussions are held during thecommercials to review the previous scenes.

Oral review after the first few shows consistsof reinforcing he character identities and rela-tionships by answering student questions aboutthe show and by asking the students questions(Who was the man with the moustache? Wheredoes he work?). A "matching exercise" is alsouseful during this initial phase.

Generally after three or four shows, the briefdiscussions during the commercials are elimi-nated and the content of 'he commercials them-selves is included in the post-program review.When this stage iias been reached, the reviewsare directed more specifically at the show's

6

daily events. This is done in any of the followingways:

1. In groups of three or four, the studentsdiscuss a list of about ten teacher-madequestions. After about twenty minutes, thequestions are reviewed by the whole class.

2. Teacher-made questions are asked orallywithout prior small group discussion. Thesequestions concern the day 's slims , previousshow s, predictions, and the characters.

The students are told before the show thatthey are to write three questions aboutwhat they see during the program. Thestudents are told to write only questions towhich they have the answers. During thereview, the students ask the teacher th firquestions which he or she answers cor-rectlyor incorrectlysometimes givinghalf-correct or incomplete answers. Theidea here is to stimulate discussion andpromote careful listening.

The teacher's job during the show is to writedown an interesting variety of questions thatwill test comprehension (not just memory) andlead to a fruitful discussion, and to write downuseful vocabulary heard on the program. Soapoperas are espec _ ; rich in idiomatic andcolloquial English.

After the discussion and review of the dailyevents on the show, which usually take aboutthirty or forty minutes, the teacher answersquestions and explains any words which thestudents heard but didn't understand.

Extra time available before the show is usedfor review of the previous day's vocabulary andfor making predictions about the current day'sepisode. If predictions are made, then they arewritten on the blackboard and checked for

accuracy after the show.To summarize. a lesson using a soap opera

could be divided into the following four parts:

1. Pre-program (if time is available)Vocabulary review and predictions

2. The sh.-tvStudents watch and write down questions,unfamiliar words and phrases. Teacherss atches and w rues doss n post-programre% few questions and %ocabulary. .

3. ReviewClass discussion. Group work. Vocabularyis reviewed.

4. Additional activitiesAdditional follow-up activities includeusing the vocabulary from the show instudent-made dialogues, writing summariesof "le daily or weekly events, writingcompositions on topics evolving from theshow, or having the students write andproduce their own mini soap opera.

This activity can he done in a time period ofbetween one and two hours, depending on theextent and number of review or follow-upactivities.

Understanding a television program in Englishoften is a formidable task for ESL students,especially when previous solo attempts haveproven utterly overwhelming. But with thisapproach, students soon lose their fears of listcn-ing failure and, indeed, look forward to eachnew episode with the eyes and ears of a soapopera addict.

bor we author: Richard Hughes recently completedthe .tanuscrmt for a test on listening comprehension(Prentice-Hall, Inc.) to appear in 1984. Ile is currentlyworking on an M.A. at the University of Hawaii.

THE LEARNABLES

Harris Winitz

An audio-visual course which teaches comprehension of over3,000 basic English words and realistic dialogue through picturestories.

The set consists of eight follow along picture work books (8,000pictures) coordinated with 41 tape cassettes of about 40 minutesto one hour each. Widely used throughout the world. Available alsoin French, German and Spanish.

Please send additional information: Deot. A

PInternational Linguistics Corporation

401 West 89th StreetIII 11112 Kansas City, Missouri 64114

I

71 TN 12/83

CONTRASTING COMMENTARIESON 'IT WORKS'

Note: When the editor received the followingcomments on It Works from Professor Krahnkeduring the past summer, it seemed somehow,appropriate to send them on to Professor Larson,the originator of the column, for her perusaland possible remarks. Some time later, a letterfrom Professor Larson appeared in the TNmailbox. Both the Krahnke and Larson commen-taries appear below. Editor

WHAT DO YOU MEAN,'IT WORKS'?

by Karl J. KrahnkeColorado State University

One of the most popular ways of evaluatingand recommending techniques in ESL imaruc-tion is the phrase It Works. The phrase hasbecome the title of newsletter features andconvention activities as well as a frequentlyheard judgment on the value of one or anotherteaching technique or activity

As an expression of the recognition of success-ful experience in teaching, It Works can he avaluable recommendation But I would like tosuggest that we are leaving ourselves open tosome serious problems if we accept the ItWorks judgment uncritically and to the exclu-sion of more rigorous and valid indicators ofsuccess To encourage greater rigor in evaluat-ing instructional experience, I find my selffrequently asking, "What do y ou mean, itworks?"

There are a number of possible answers tothe question, ranging from "It got me throughthe class hour without the students revolting orsnoring," through "The students (or the teacher)really enjoyed it." to "I think the students becameable to do what I wanted them to as a result ofthe experience." At its best, of course. It Worksmeans that a systematic evaluation of some sortwas undertaken and the technique or activitywas demonstrated to lead efficiently to theinstructicnal or behavioral outcome that wasdesired or intended; that is, that the studentsbecame able to do something with the languagebetter as a result of experiencing the techniquein question than they did through some othertechnique or through no technique at all

For obvious reasons, few "It Works" state-ments have such a rigorous basis, and it %% ouldbe mistaken and counterproductive to expectthat they always should 1Ve still consider our-selves lucky when we have some solid or e. -1circumstantial evidence for effectiveness in lan-guage teaching But to accept unexamined anec-dotal evidence eagerly and easily as the basisfor our practice in language teaching is t leaveourselves open to several dangers

The most serious danger is the problem ofrelative effe "tiveness of techniques To say thata technique or method works is to say nothingabout how well it works relative to anothertechnique or method It may very well be true,for example, that stud ?nts who have been taughtsound-letter correspondence have become goodspellers. But does the teacher who uses that factas an argument ft . concentration on the teachingof sound-letter correspondence know that teach-ing it was more effective than, say, a combina-Con of extensive reading combined with spelling

TN 12/83

practice? To say, in such situations, that some-thing orks is to suggest the lack of need forfurther inquiry or for the consideration of alterna-tive teaching techniques.

A second problem ith tins) stematic, anec-dotal e% idence is that of supposed or imaginedeffects of carious techniques. It is very possiblethat the specific effects claimed for a techniquemay not be the result of it, but of another onealtogether. For example, increases in secondlanguage ability that occur after extensive repe-tition drills may not be caused by the drills atall, bet by some more general E.:quisition processin which the drills and other experiences wereincidental stimuli. The effect, overall implove-ment, occurred, but the cause of the improve-ment may have been quite different from theimagined one. In such a case the repetition drillcannot be said to have "worked," and to recom-mend it would be seriously misleading.

A third danger of It Works statements is thatthey often do not specify the broader behavioralor functional value s)f the effects they aresupposed to be testimony to. They are offeredas evidence that something happened, but thelack of a theoretical frame of reference does notrequire that the value of what happened betaken into account. A hypothetical examplemight be a ne%% technique to improve students'pronunciation of th sounds in a classroom setting.If the improvement does not appear in out -of-clay.,, naturalistic settings, however, it may beof limited or no value. Much instruction mgramma: seems to fall into this category. Becauseof limitations on learners ability to monitor andbecause of constraints or hen particular lan-guage structures can be acquired, the grammarmay be "learned" but does not appear when thelearners use the language naturally. In failing totake account of, or responsibility for, this broad-er perspective, limited anecdotal evidence runsthe danger of arguing for useless effectiveness.

To return to the question I raised at thebeginning, few It Works statements offer muchas to how or why something as effective or ifthat effectiveness is valuable or necessary. %%lienasked for expansion, proponents often replywith something like, "The students enjoyed it,and if they enjoyed it they may be learningsomething." There is, of course, sonic truth toeven this weakest version of the syndrome.Interest and enjoy tent can probably be shove nto contribute to an increase in learning in somecases. But the aspect of the expression that ismost troublesome brings me to the last danger,nut an instructional one but a professional one.

ESL is struggling to become a profession. agroup of trained practitioners %%hose qualifica-tions include something more than an ability tospeak English and some experience in teaching

By rely ing on anecdotal evidence as a basisfor professional prat AT, we are basing ourprofessional practice on the shakiest form ofempiricimi, personal experience. In doing sowe avoid grtn% th to.% ards an externally definedand justified expertise that ould lead, one%you'd hope, to increased prof ,sional definitionand recognition by others outside of our field.One of the ty pes of expertise e can add to ourprofessional repertoire is the readiness and abil-ity to critically examine claims of instructionaleffectiveness and to look bey ond experiencefor hat did or did not or should or should notwork.

In doing this, we will avoid overlooking

172,

another rich source of teaching inspiration, thatof theoren,:ally motivated prediction as to whatshould work. Many of the techniques and activi-ties suggested by recent developments in lan-guage acquisition theory have been dismissedby many teachers as ineffective. %%lien I havequestioned them. I have qften found that theyhat either not tried thew techniques themseh es,have given them only cursory or half-heartedtrials, or have expected them to have exactlythe same outcomes as pre mush used techniqueshad In short, they has e not really tried to makesomething %%ork, a some hat more ambitiouseffort than to let practice emanate from pc son-ality or personal style.

In closing, let me turn my argument aroundfor a moment to make the point that we shouldnot dismiss experience as a valuable source ofknowledge ahout teaching. Experience has al-ways been such and should remain so. We needto trade ideas and to talk about our successesand our failures. If, in doing so, we occasionallyuse the phrase It Works there is no reason toapologize. %Villa we also need to do, however.is to couple our experiential inspiration to anenlightened and critical frame of reference thatis broader than experience and in which weexamine claims of effectiveness by comparingthem to other methods and techniques, in hich

e attempt to determine if the teaching activityreally caused the learning effect claimed for it,in v% hich we try to judge if the effect is really auseful one, and in hich e are relatively clearas to %%hat e mean hen , e say "It orks!"11 bile some may see this as cy mead or negatn e,there is nothing rong ith a healthy attitudeof informed skepticism. It can be a mark ofprofosAonalism and a source of growth anddevelopment. 1Ve ill raise our professionalstandards as ell as the effecti% eness of ourteaching if v.e constructively ask ourseh es andour colleagues. "What do you mean, it works?"

NEITHER AN ELIXIRNOR A PHILOSOPHYBUT "T WORKS'!

by Darlene LarsonNew York University

It Works" is merely a title of a column. notan excuse, a philosophy, au apology, a thesis oran elixir.

It is heartening to see that the title is stillcausing people to look more deeply Into %% hat

e do. Se% eras y ears ago John Fanselou and Ihad a con% ersation about the column Inchended ith both of us shaking our heads. 11cagreed that nobody kneu hat "It" %% as. nobodykneu %%hat "Works" meant. but everybodyknee hat the column as about.

I 'a IS]) that the column could be credited ithbeing the cams(' of the fact that teachers use thephrase. It works." from time to tune %. hensharing ideas about classroom practi«e 11 ith

regret. I must admit that "It 'Lurk.," v% as used nireference to teaching techniques bug beforethe TESOL, Newsletter hail column of thatname.

Before the TESOL Newsletter had It Worksthere v% as um regular place for t eat hea s todiscuss v% hat they did in an anecdotal. informalmanner, i.e.. in the way that people speak


THE ROLE PLAY COMES ALIVETHROUGH A TECHNOLOGICAL TWIST

Unless skillfully orchestrated, a role playin a foreign language classroom can pro-duce what rile might call, much to StephenKrashen's distaste, "INcomprehensible OUT-put." A role play's success depends perhapsas much upon how it is treateu non com-pletion as upon the pre-exercise prepa-ration, the trusting and warm ambiance ofthe classroom, and the relevance of thetopic. Christina Bratt Paulston's crypticadvice to do a "friendly postmortem" o..the role play actually provides little direc-tion for how to handle potentially the mostvaluable learning/teaching aspect of theentire exercise.

Often, without much guidance on howto implement this relatively new technique,a teacher will allow the role play to pro-ceed without interruption, all the whilemaking mental or written notes of grosserrors in the students' speech. It is at thispoint, I would argue, that role play s areirreversibly ,:ompromised for the primaryreason that so much speech is lost andopportunities for language practice v asted.

by Jeffra FlaitzIntensive English Language Institute

SUNY /Buffalo

A fitting analogy may be that of a carefullyaged bottle of champagne, the contents ofwhich bubble over the lips so energeticallywhen uncorked that precious little is left tosavour. So, too, is the richness of a roleplay sacrificed to the element of time andfate. Often problems that arise during theperformance fall into dhierarchy of gravitywith lesser, (yet still problematic), languageerrors either giY en a minimum of attentionor passed over altogether in the post-performance critique for the sake of time.Consequently, students may be left eitherto repeat their uncorrected mistakes, thusreinforcing them, or to fail to developconfidence in their linguistic abilities dueto what they sense are unattended errorsor deficiencies. Without a commitment todey ote a good deal Of time to the entirerole play exercise as well as a means torecall word for w ord the script of the play,many of those involved in the languagelearning/teaching experience would agreethat this kind of communicative exercisebecomes a rathe. frustrating endeavor in

its disappointingly partial realization.Fur those teachers who have a tape

recorder at their disposal and who, once aweek, are in a position to rearrange theirsyllabi to give one hour exclusively to therole play exercise, a promising solution isat hand. What follows is one teacher'ssuggestion for enhancing the value andpossibilities of the role play technique. Itowes its development to three points ofpersonal interest and concern. I) the geniusof the general role play idea, 2) frustrationswith role play exercises of the type de-scribed above, and 3) a brief exposure tothe way in which the tape recorder is usedin Curran's Counseling-Learning/Com-munity Language Learning.

The advanta,,e of using a tape recorder,of course, is that total recall of the script isa simple matter of buttonpushing. In thesame sense, the use of a tape recorder inacting out and critiquing role plays pro -sides a perfect and contemporaneous so-lution to the problem of wasting languagepractice opportunity. However, to mini-mize the mechanical effect projected bythe use of the tape recorder in C-L/CLL,it should not be switched on and off asstudents struggle to communicate. As inthe most exemplary role play as describedby Paulston, the activity should be one ofmeaningful and uninhibited communica-tion based on the prescribed topic, inte-grating the useful expressions and register


Books for professionals...from professionalsEARL W. STEVICK WILGA M. RIVERS


An important new book by one of themost distinguished contemporarywriters on language teaching. Teach-ing and Learning Languages is a veryreadable, dolAn-to-earth book forteachers of any language. The authorfirst presents a non-technical accountof how teacher and students interact,and of how the mind deals with for-eign language data. He then describesseveral widely used techniquestogether with many of his own, dis-cussing their advantages and disad-vantages but always encouragingteachers to take responsibility for theirown choices.


8

Communicating Naturally in a Second LanguageTheory and practice in language teaching

This is a new collection of articles by one of the leadirg authorities onforeign- and second-language teaching. It in eludes a number of widelyquoted articles: "Talking off the Tops of The Heads," "The Natural andthe Normal ;n Language Learning," "Rules, Patterns and Creativity" and"Foreign-Language Acquisition: Where the Real Problems Lie:'


Speaking in Many Tongues, third editionEssays in foreign-languag9 teaching

A revised edition of a classic collection of essays by a distinguished writeron foreign- 'anguage teaching. Several new papers have been added, andall the articles have been significantly updated to reflect the author's viewson issues of current concern to the language teaching profession.


Available from ESL boos 'ealers or direct from Cambridge. Send check or money order.VISA and MasterCard accepted on orders over$10. We pay shipping and handling.

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1,7 3 TN 12/83

ON LINE

Edited by Richard SchreckHeidelberg English Language Institute

Heidelberg College

Note: John Higgins is among those who havetaken computer lessons well beyond the presen-tation of mechanical grammar drills. In thispaper he offers examples of two roles in whichthe computer can provide a communicativelearning environment. the computer as demon-strator and as game-setter R. Schreck

THE COMPUTER AS ACOMMUNICATIVE

ENVIRONMENTby John Higgins

The British Council

The human being has he,a described as a"learning machine". We cannot run like gazellesor fly :ike eagles, but learning seems to ho ourone great talent. In order to learn, how ev er, m eneed a responsive environment, which will allowus to play, to explore, to form by pothcses andto test them. In foreign language learning, thatnatural em ironment is largely replaced by someform of mass instructional pro% ision, m ith ateacher selecting certain language features, pre-senting them and training the students to handlethem. Judgiog from results, human beings ha% emuch less talent at "being taught" than they doat "learning".

I have suggested elsewhere (Higgins 1983)that the computer does not sit easily in the roleof magisterial teacher, fixing the order of ev entsin an instructional sequence and judging the per-formance of the learner. This is because it doesnot in fact "know" as much as the humanteacher and is not very sensitive to a learner'sproblems, being unable to monitor any of thecow ert signals m hich a learner may send outthrough tone of % Mee or facial expression. Amore app. opriate role is that of pedagogue orslaw e, responding to tine learner's inmati% es andexecuting instructions in a basically unintelligentor slaw e-hke manner. Its ver, .ask of intelligencecan he turned to ad antage, just as it has beenby Sey mour Paper: in helping y oung childrento learr spatial concepts m ith LOGO and theturtle. (r pert 1980). In the same m ay the com-puter can he used to make language learninginto an experimental subject (Martin 1983), toput the trial hack into trial-and-error.

The most obv s )us pedagogue function m ecan give the macbine is that of demonstrator.This first occurred to me three years ago when Iwas writing my very first program, a quiz-likegame based on responding to v% ord-order clues

What has the cat eaten? The mouse.What has eaten the cat? The crocodile.

There were to he ten scored items and twoexamples. Then I began wondering why thereshould he two examples. Why not three? Orthree hundred? The computer could generatethem from its substitution table all day long, so

TN 12/83

why should the programmer fix the number inadvance? From there I went on to the concept Ihave called GramInadand, he program whichhas "knowledge" of a miniature universe offacts and relationships, and will interact with astudent in an unstructured way, either obeyingcommands, answering questions, or asking ques-tions and commenting on the answers. Only onesuch program is fully working as yet, John andMa: y. I Iere the "universe" is represented by adrawing of two rooms, a door, a male figureand a female figure. The learners' main task isto explore the computer's linguistic ability, tofind out what language it responds to and whatmessages it generates. By pressing the enter keyrepeatedly, they can watch the machine askingand answering questions axing a conversationwith itself At any point they can interjectquestions, answers, or commands. In the processone hopes that the learners will notice andabsorb some of the language of the situation,the use of in and into, for instance, and of bringand send.

A similar approach is evident in Tim Johns's"exploratory" programs (Higgins and Johns1983), where the challenge to the learner is tocatch the machine out, to force it to make amistake or produce something ridiculous. Johnshas written programs which deal with morph-ology, selecting a or an before a noun, addingan s-ceding to a noun or verb, and there is also aprogram by Martin Phillips on -ing endings. Heand I have also written programs which offer"advice" on sociolinguistic choices, like how toask for a loan or thank somebody for a presentWe have used the programs as the basis forwi,rksheet acti% ities The students' task has beento deduce principles by try ing out a range ofinputs.

m ife has coined the term book to describeprograms w hich exploit the machine's tendencyto treat in a deadpan fashion inputs which arefunny or grotesque NI) hest effort in thisdirection so far is an extension of the m ell-know n Animal program, which "learns" itemswhich the student gives it and classifies themaccording to polar questions provided by thestudent In my % ersion, called Jackass, the pro-gram eventually m rites little descripti% e "essay s",turning the questions into statements

Another major area of interest is that ofsimulations, adventures, and logic problems,m here the machine functions to a great extent asgame-setter or game-board Here I haw c m rittenPhotofit, where the task is to reconstruct througherhal commands a face glimpsed at the start

of the programs, Murder where the task is tointerrogate suspects and discos er m h.ch one isly Mg, and Bleeper, hich simulates running afactory and has an elaborate report-hack phase

All the programs mentioned in this paperlend themscl es well to small group exploita-tion, m here the discussion that goes on roundthe screen is part of the learning process Theremay he no sound on my machines, but introduc-ing a computer f' as never, in my experience,diminished the amount of spoken languageoccurring in a classroom In this sense at least,computers can be described as communicativ e.

as

About the author: John Higgins is a member of theBritish Councils English Language and Literature Das a-+ion, und is currently studying the feasibility of 'lungcomputers in the Council's ELT work.

BEFEBE \CESJ 198.3 Can computers teach,' Cali o journal 1 2

Higgins, J J and Johns. 1983 Computers in languageIroning. London 11111 in Collins

NIartin. II 198.3 from disc tis.ion after his miner on ArtifiUalIntelligence at the Cdethe Institute conference on ComputerAssisted Learning NIumeh July I98.3

!Wert, S 1980 AffinIstorms London. The Ilanester Press

174

SALMON, SCENERYAND SCHOLARSHIPCORVALLIS, OREGON

SITE OF 1984 TSIThe tall mountains, pristiue lakes and spec-

tacular seacoast of the Pacific Northwest willbe the backdrop for the 1984 TESOL SummerInstitute (TSI), hosted by Oregon State Uni-versity. "Just conic," advises '84 TSI DirectorKarl Drobnic. "We've scheduled weekend semi-nar sites that include trout fishing, rowing andhiking in the high lakes, beachcombing, campingand we'll even do some gold prospecting ifthere's enough interest."

Curriculum Director Wayne Haverson hasdevised a flexible course structure that wIlr rmit participants to build anything from one-week to six-week schedules. "For e:ample,"Wayne points out, "Elaine Tarone will teamwith Larry Selinker the first three weeks toteach an Introduction to Second LanguageAcquisition course. Then Russ Tomlin wi joinLarry the next three weeks to examine theInterlanguage Hypothesis using a problem-solv-ing approach." The schedule is studded withone- two- three- and four-week options, and aflexible fee schedule has been devised.

Karl Drobnic and Wayne IIaverson feel thefull-fare, discount fee of $375 is the best dealanywhere next summer. Financial directorDebby Marino explained the system. "Eachcourse, workshop and seminar will have adecimal value. The $3i5 entitles participantsany combination of offerings adding up to 1.00.That m mild he the equivalent of nine credithours of classes." For $250, participants can signup for .55 worth of classes. Those attending ona strictly a la carte basis figure tuition on thebasis of the decimal value of the offerings theywant times $500.

Drobnic, Haverson and Marino have alreadyput more than two y ears into planning the '84TSI. "We started by surveying several hundredM.A. TESOL professors," Drobnic said. "Thatgave us a basis for what was currently beingtaught. We followed up by surveying about4,000 West Coast ESL practitioners and foundout current concerns. Then we blended the twoand chose staff."

"Financial frustration emerged as the domi-nant non-academic concern on the survey,"Marino reported. "That m as followed by timeconstraints. So many in the profession can'tafford to take six v eeks off to attend institutes."

"That's behind the radical changes in schedul-ing and fee structure," Haverson explained."Summer institutes should he a way we canexpenmelt to better serve our profession."

Another result of the surveys has beenconcerted effort to raise scholarship funds forthe '84 TSI. "But response from the commercilsector has been dismal so far," Drohnip said."We went to at least forty companies, ESLpublishers and the like, m ith a tax-advantaged,high publicity scholarship p.an and to date

e've had two positive re vonses.- Sam Burg-graaf, vice-president of Tandberg of Americahas established a scholarship for the '84 TSI.Roger Olsen, president of Alemany Press, ishelping m ith publicity for the TSI by mailingout thousands of flyers.

Response by TESOL affiliates, however, hasbeen exceedingly heartening. Over $5,000 inaffiliate scholarships has already been pledged,a% ailable either directly through the individualaffiliates or in some cases, via donations to theRuth .:rynies Fund administered through TE-SOL central office. Continued on page 10

9

SALMONContinued from page 9

The '84 TSI publishes a quarterly bulletincontaining details of scholarships, funding aid,courses and staff, tax write-offs, weekend semi-nars, faculty profiles, housing information andother items of interest to those seriously consid-ering attending. The bulletin, '84 TSI Update, isavailable free by writing the address at the endof this article.

A block of suites has been reserved in anOregon State University residence hall for thosewho wish the camaraderie of a shared experiencewith other professionals. Each suite consists oftwo double rooms with a shared bath. Thesuites are centercu around a lounge that includesminimal light cooking facilities. The cost will beabout $40 a week per person, with familydiscounts and meal arrangements possible. Apart-ments off-campus will also be available, beingplentiful and very reasonably priced in summer-time Corvallis.

Haverson is most enthusiastic about the staffthat has been assembled for th- Institute. "We'vebeen able to team people up or provide se-quences that normally just don't happen. Forexample, for mainstream teachers, we've teamedCarole Urzia and Nanny Hansen-Krening. Thenthere's our Consultantsin-Residence optionWilga Rivers and Henry Widdowson. Or forpeople feeling burned out, there's a sequence ofH. Doug Brown followed by John Fanselow."

"Something I'm proud of," Drobnic added,"is that we have some very good people comingfrom overseas who don't often get to the U.S.Jan Uljin is coming from the Netherlands forpsycholinguistics. Then we've got two comingfrom Kuwait. Frank Chaplen, the man whoheaded the Cambridge ESL Exams for years,will teach a testing course, and someone mostpeople here don't know, All H.S.Hajjaj, will

t

c.

Wayne Haverson (left) and Karl Drobnic led adiscussion session on the '84 TESOL Summer In-stitute at the fall conference of Oregon TESOL

teach ESP in EFL Settings. Dr. Hajjaj has donean impressive amount of work, taking ESP allthe way into the elementary schools in Kuwait."

Amid all this there will also occur the annualTESOL Summer Meeting, scheduled for themidpoint of the Summer Institute. The SummerInstitute will run from June 25th to August 3rd;the Summer Meeting will be July 13, 14, 15.ORTESOr will be the local host, and an openpit salmon bake, in the tradition of the PacificNorthwest Native Americans, is being plannedto welcome conference-goers.

Those who would like further informationshould write:

Karl DrobnicDirector, '84 TSIELI, Oregon State UniversityCorvallis, OR 97331 USA

You will receive the free quarterly Update ona regular basis, and in February, the coursecatalog and registration forms, plus other rele-vant information.

MEMBERSHIP:RESOLUTIONSFOR TESOL '84

NEEDED BYFEBRUARY 5

Any TESOL members who wish to present aiconient reioliition to the'Legislative Assemblyat TESOL '84 in Houston are requested to sendla_copy of the resolution which bears the sig-thatnres of :A least-five members of the organi-zation'. tO' John .Fanselow, Chair, Rules _ andResOlutions Committee by February 5, 1984.Address therii to:-Dr. John Fanselow,Box 68,:Teachers College,'New York;NY'10027,

All resolutioni shall begith Be' it resolved bythe Legislative AsSembly'of TESOL that . .".RisolutiOns shall be Of two types: Content andcourtesy.

Content ResolutionsContent resolutions may originate in either of

two ways:'1. From the general membeiship: A resolution

bearingithe signiturei Of'at least fiVe membersof the organization:MU& be ,received by theCommittee Chair at leist thirtYclaYsbefOre thebeginning of Abe Anithal, Meeting:

2. From either thellif filiate 'Council or-the'Interest Section COthicil. A resolution from eitherthe Affiliate' or the' Intereit SectiOn- Councilmust bear the signainie'of?the presiding'efficerOf the Courieil affirmii _.t the resolution hasbeen adOpted,bY at least'a majority vote of theCouncil; the resoltitinti niust be presented td theChair of the Rilles'and Resolutions Cothmittee,or the appointed ,lepreielitatiVe. thmediatelYafter the said Council meeting.

Courtesy. ResolutionsCourtesy resolutions thanking convention of-

ficials and others shall be drafted by the Com-mittee.



BERNARD HARTLEY Sr PETER VINEY

DEPARTURESThe highly acclaimed course thathas been used with tremendoussuccess in other parts of the worldis now out in an American adapta-tion. Its use of American language,American culture, and Americanhumor makes it the perfect coursefor the beginning student ofAmerican English,


,10 TN 12/83

,ULRCOMINCJR 1984

UNIVERSITY AND-SECONDARYCLASSROOM, RESEARCH IS :TOpIe

OF usc.syyposIbmThe Departinent of:Teache Education afthe

University of ,Southein CalifOrnla, will be,the..site of a one-day SyMposintri,,Partn

Researehi,- UniversitY-and'- SeConclary,Sehools en February10; 1984., RelatiVely little;research has been'een available at the:Secondary,;level in TESL. Thus, the PUrpOse of the sympo.scum to identify' 1)' research Wh!ch,hig-beeiri,conductect' the past," 2)..eurrent-inidiei (in-:,Ckding proireisreports)afid3)needifOr future,research." .The'deVelopinent:of,partnerihipS be-(tween schilara in higher edUcation and secon-rdarYESLeliiisriniin teacher's comprises a majorgoal of the syMposiUm:For further information,s rite or call: Hideko Bannal; UniVeriiiY, OfSO tithein California; School of Education, WPH''1004;Lcis Angeles, California 90089:Telephone:, (213) 743-8288.

TEAL '84, TO AlitiRESS'CULTURE,,CONTACT '-'AND . COMMUNICATION

-TOPICS

The-theme of th& 17th TEAL Convention;March '15 -17, 4984; is Culture, Contact: andCtriunuidiation.. TEAL is 'the, Aiseeiation ofBritish Columbia TeaChers of English''av:iinAdditional Language. For registration and Otherinformition,Write to: Registrar, TEAL134, 8529Dawion Street, Vancouver,,lritishColumbia,,V5S 2W2, Canada.,

THUNDERBIRD. CAMPUS OF ACSIMSITE OF,-AZ-TESOL CONVENTION'

The theme of the: Arizona- TESOL. animalconvention is Better TeachingBetter Leas:fibs&.

It will be' held 'February: 941, .1984 :on -theThUnderbird Campus theAMerteintrichateSchool of International Management in Glen-dale. For ,more information, write to: AZ-TE-SOL Convention Chair, "Robert M. Ramsey,Department - of 'Modern Languakes; ,ACSIM,Thunderbird Campus, Glendale, Arizona 85306.Telephone: (602) 978-7281.

SUMMER SEMINAR: ENGLISHAS AN 'INTERNATIONAL.

The Culture,

"Learninglnititnte of'thek East-Weit Center announces nseininar,for.edneatorion the, fib plc, Engliskai -iiiInternationat Lan-.guage: Issues and -IMplications, *beheld inHonolulu July 3, 6rOngh:Angnit 10, 1984. Theseminar is designed native adll non-nativeSpeakers, of English Who train 'teachers, writetriaterialsi-ardeveloP larignage"Pnliei.'.Th,e cost

°Li *pssi3Oco Which.' Covers registration, aceotri-Modatinn;healtkinsUrince,and seminar mIterials: Eachparticipant is responsible forrdundtripitirfaie;:foOd;:and.AU, personal. expenses: The,appneationdetidline:is Febmary 15, 1984.-Formore, hifoirriation`, and' ssi application form,write.tnrIarrY. E.. Smith, 'EIL Cciordinator,Culture teariting Instiinte, East-West Center;1777 East-West 49iid;Hololulu, Hawaii 96848.

-GEORGETOWN :ROUNDTABLEThe:Genigeiown:linivirsity Pound Table on

Languages ind'Lingiiities Will be held March15-17,1984:.Meining;fOrikand use In:coat-ALinguistiCaPPlicationsInforination from: Debo-rah Schiffrin;,Depjutinent of Linguistics, George -town Univeriity,..Washingten,'D.C. 20057,

CALL -FOR' PAPERS:.'MICROCOMPUTERS *JD BASIC

SKILLS:IN, COLLEGE

The Instructional Resource Center of theCity -University of, Nei, York' is, pleased toannounce a national conference.oirMicrocom-Otters andResic Skins:in College on April 13-15,1984.-Paperi are invited on the use of micro -computers in postsecondary basic skills instruc-,tien in the following areas: writing; English as a'second langtiage; reading; speech, mathematics(arithinetic through', precalcatis); and otherareas of develnptrientil education. The deadline

-is January 15; 1984. .For, information ,aboutsubmitting abstracts or about the conference,Write or call: Professor Geoffrey 'Akst, Instruc-tional Resource Center, CU NY, 535 East 80Street, New York, NY 10021. Telephone: (212)794.5425.

NCBR ACTIVITIES AND PUBLICATIONS

The National Center for Bilingual Research(NCBR) was created under a Cooperative Agree-ment between the National Institute of Educa-tion and the Southwest Regional Laboratory forEducational Research and Development (SWRL)to generate knowledge on language develop-ment, language instruction, bilingualism, andthe education of language minorities in theUnited States. The NCBR accomplishes its goalsby:

Conducting fundamental research on languageacquisition and language: use;

Analyzing national alid community surveydata on issues related to the education oflanguage minority populations;

Providing information for national and localeducational policy makers, educators and re-searchers; a d

TN 12/83

Making NCBR's technical expertise availableto researchers and educators through consul-tations, workshops and conferences.

NCBR publications include NCBR Reports,which are based on the results of specific pro-jects developed under the Cooperative Agree-ment with NIE; Technical Notes, which serveto document a particular phase of an activity;Professional Papers, which includes conferencepresentations male by NCBR staff, as well aspapers presented at NCBR-sponsorvd confer-ences by individuals not affiliated with theNCBR; and Special Publications, which addresspolicy is: des affecting the education of languageminorities.

For a publications list, N% rite to NationalCenter for Bilingual Research, 4665 LampsonAvenue, Los Alamitos, California 90720.

176

II I

HANDICAPPED-MINORITY RESEARCHINSTITUTE TO BE DEVELOPED

BY THE NCBR

The U.S. Department of Education, SpecialEducation Programs, recently announced theaward of a major contract to the NationalCenter for Bilingual Research (NCBR) in LosAlamitos, California, to establish a Handi-capped-Minority Research Institute. The insti-tute will conduct research and training in thearea of education of handicapped students fromnon-English backgrounds.

The work of the institute will provide infor-mation regarding the education of languageminority students, who are educable mentallyretarded, specific learning disabled, or languageimpaired. The institute will conduct research oneffective educational practices and decision-making strategies for students who exhibit lan-guage-related handicapping conditions and willprovide training for graduate students interestedin bilingual special education.

Victor Rodriguez has been named director ofthe newly-created institute Dr. Rodriguezworked in the Technical Assistance Unit of theSouth est Regional Laboratory and served asthe associate director of the NCBR prior tobeing assigned to his new pc,sition. "We here atNCBR are excited about this award. It gives usthe opportunity to do urgently needed work inthe area of bilingual special education," said Dr.Rodriguez when contacted at his office Ileadded, "The Institute's work represents a directand important response to the needs of anincreasingly large number of our nation's schoolchildren. Students from non-English back-grounds who have special education needs re-quire services that take into account their lan-guage and cultural background as well as theirhandicapping conditions. Unfortunately, infor-mation on how to provide these services is verylimited."

In addition, the institute will have an activeeqmmunication and dissemination componentin order to make information and productsreadily available to educators, administratorsand researchers. More information from: 1)r.Rodriguez, Handicapped-Minority Research In-stitute, 4665 Lampson Avenue, Los Alamitos,California 90720. Telephone. (213) 598.0481.

REVISION OF IIE PUBLICATION:English Language and Orientation Programs

in the United States

A grant from the United States InformationAgency will enable preparation of an updatededition of English Language and OrientationPrograms in the United States, to be publishedin 1984. This directory lists full-time programsof English language 'raining and academic ori-entation designed to prepare persons from othercountries to undertake academic work or techni-cal training in the United States. Also listed inthe directory are part-time programs andcourses which are intended to assist foreignstudents already enrolled in academic studies.ELOPUS was last revised in 1982.

Survey questionnaires will shortly be mailedto all institutions included in the 1982 edition ofthe publication and to foreign student advisersat academic institutions included in the HigherEducation Directory. For further information:James O'Driscoll, Office of English and SpecialServices, Institute e International Education,809 United Nations Playa, New York, NY 10017.

11

Nelson ELT

A Complete Program of Preparation and Practice forthe TOEFL


Building Skills for the TOEFL covers ailaspects of the TOEFL byllabus, and isorganised in flu . nein sections as inthe examination.


Vocabulary

BuildingSkills for the TOEFL deve:ops thestrategies, techniques and skillsessential far success through:

* TOEFL Tactics pages which providestudy guides, a1,1 ideas andsuggestions on haw to best use thematerial


COURSE BOOK 0-17-555451-XTAPESCRIPT AND KEY 0.17-555453-6SET OF 4 CASSETTES 0.17-555452-8

PRACTICE TESTSFOR THE TOEFLV WMason

Practice Tests for the TOEFL developsand consolidates the skills andtechniques required by candidates forthe Test Of English as a ForeignLanguage by:


* fallowing the precise style and. format of the examination.`r giving exact timings for each test* providing separate answer sheets as

: in the examinationL. 2 Testsfor the TOEFL contains full

transcripts of all the recorded material

2 for the Listening Comprehensioesections and a key giving the answers tothe practice tests, and can be used inclass or by students working alone.

:STUDENTS' BOOK 0.17-555448-X(including key)SET OF 2 CASSETTES 0.17-555449-8

Far further information please write to:E roomations Dept. (TESL/12/83), Thomas Nelson & Sons Ltd., Nelson House, Walton-on-Thame., rrey KT125PL,England.

Or to: Heinle & Heinle Publishers Ltd., 286 Congress Sheet, Boston, MASS, USA.Or to: S.E.N. Books Ltd., 3537 Bathurst Street, Toronto, Ontario M6A 2CZ Canada.

44-19TESOLNtP1

TESOL'S

TESOL SUMMER INSTITUTE TESOL SUMMER MEETINGJUNE 25 AUGUST 3, 1984

OREGON STATE UNIVERSITYJULY 13-14, 1984

OREGON STATE UNIVERSITY

WILGA RIVERS LARRY SELINKER HENRY WIDDOWSON H. DOUGLAS BROWNJOHN FANSELOW ELAINE TARONE CAROLE URZUA JOANN CRANDALL

JAN ULIJN ALI H. S. HAJJAJ JUDY WINN-BELL OLSEN DAVID WYATT FRANK CHAPLENRUSS CAMPBELL ANN JOHNS EDWIN T. CORNELIUS JEAN BODMAN

NANCY HANSEN-KRENING I IN C L.IJ E E YOURSELF!

FOR MORE INFORMATION, PLEASE CONTACT:

KARL DROBN IC, DIRECTOR1984 TESOL SUMMER INSTITUTEELI, OREGON STATE UNIVERSITYCORVALLIS, OREGON 97331 USA

TELEPHONE: 503 754.2464

MARIANNE tAcDOUGAL, DIRECTOR1984 TESOL SUMMER MEETING

ELI, OREGON STATE UNIVERSITYCORVALLIS, OREGON 97331 USA

TELEX: 510.596-0682 OSU COVS

12 .177 TN 12/83

INTERNATIONAL EXCHANGEFOCUS ON TEACHINGIN EASTERN EUROPE

By coincidence, 1 have received two lettersfrom colleagues who have been involved withlanguage teaching in Eastern Europe. Both let-ters arc prompted by a deep concern and bothmake concrete suggestions which deserve seriousattention. I was able to solicit the interviewwhich appears after them from a 1k fish colleague currently teaching English in Poland.

L HampLyons

Dear Liz:I am writing you in response to your call for

contributions to the International Exchange iuthe TESOL Newsletter. I myself am an Ameri-can TESOLer, but I thought that sharing someof my experiences working with nonAmericanTESOL teachers during my Fnlbright year inthe socialist sector might he of interest to you oreven to your readers. Of course, conditionsamong the different socialist countries vary, butI will list below some of the constraints imposedon our colleasces as I have learned of them.I. Some TERM. teachers may not telephone or

contact personally any native speaker fromGreat Britain, Canada, the USA or Australiawithout receiving official permission fromtheir work supervisors.

2. Some TER. teachers may be forbidden tocome in contact with English language cul-tural centers established by the above coon.tries.

3. Some TESOL teachers must have officialpermission to have professional correspon-dence with or to answer such correspon-dence from tt.e above countries.

4. Some TER. teachers may be refused per-mission to subscribe to TESOL Quarterly orother scholarly journals on politiral or eco-nomic grounds or both.

5. Some TESOL teachers may be refused per-mission to join TESOL or form an affiliate;in this connection they simply are not grantedthe necessary permit to purchase hard cur-rency.

B. Some FS01, teachers are denied pennis,ionto travel to English speakir.g countries morethan once in a lifetime, and some never evenreceive this permission once.

7. Sonic TESOI, students ere subject to thesame restrictions as their teachers.In the host country where I have been and

wM be in the following year, most of theseconditions seem to have applied to most of theTESOL teachers and students that I have met.For example. the colleagues o ith o bon; I o inkevery day are not able to accompany me for .tworking day in spite of the benefit thatthey might rzceive from an hour of oneononecontact with a native speaker.

In such difficult circumstances, it appears tome that there is only one o ay for TESOLaccomplish the informationin-and-out goalsenumerated in your rap session summary. Thatway is to extend official invitations to theMinistries of Education to open TESOL WM.ates in their respective countries. My experi-ence has been that the staff of such ministries isalways interested in portraying the "normalcy"of conditions within the local academic com-

TN 12/83

munitics and would he reluctant to refuse out-right an official invitation to affiliate, lest sucha refusal appear to cast aspersions on the social-ist way of life. And I believe that this would beeven more the case if the invitation to joinTESOL came from a scholar of internationalstature, while being made in the name of theorganization itscif.

Another possibility would be to extend invita-tions to join TESOL through the voluntaryefforts of participants in such programs as arerun by CIES in Washington or the British Coun-cil. 1 m 3uld be willing to sponsor (es, pay for)

effort in my host country next year andhave al: ly taken the liberty of raising thisissue at tic annual orientation meeting of East-ern European Fulbrighters which was held inWashington at the end of July.

To me, the statement that "... the benefits ofaffiliation with TESOL arc intangible, not con-crete . ." is understandable from the point ofview of my American and British colleagues,who may attend conferences, subscribe to schol-arly journals and carry on professional corre-spondence however they desire. But in light ofwhat I have seen happening in the socialistsector, the statement also seems somewhat naive.

In my host country, the establishment of aTERM. affiliate could mean that for the firsttime in their lives, many teachers would be ableto conic in contact with such highly concreteelements as journals, newsletters, books, video-tapes, people o ho arc native streakers of Englishand airplane tickets to countries where Englishis the native language. The opening of TERM.affiliates generally could also be the beginningof extremely int lid and interesting channels ofcommunication where they are sorely neededbetween East and West.

But if we are content to wait for informationin and information out to start up spontaneouslyfrom the socialist sector, the exchange svillnever take place, for reasons that I hope I havemade clear above.

Our colleages in Eastern Europe work withinlong and rich linguistic traditions that havegiven the world the work of Jakobson, Trubetz-koy, Mathesius and others. The inheritors ofthese traditions maintain an active and dedi-cated interest in the English language. in spiteof very difficult professional conditions. Andperhaps dealing with the kind; of problemswhich our Eastern European colleagues mustface would enable us to con: icier the situationof our profession in our own countries front afresh perspective

Susan M. !less

Dear Liz:I recently s 'sited Poland to orgamle an in-

sers ice train course at the Ums ersity ofSilesia (Katos..ce). The experience o as bothbitter and so ect. The courtesy, ss arnith, friend-ship and hospitality were quite mem helming.But so, '<Jo, o ere many of the other things o c°Inert cdin a totally different o ay. Fur exiot .plc. there is very little chance that any of theteachers of English o c met could obtain perimssion to visit the West at presentwhich is nodoubt o by many of them came prepared o ithlong lists of 'points' to check against nativespeaker intuitions. For example, there is nochance, but no chance, of their c' wining West-ern hooks unless donated. Fo ample, we

78


NO COMMENT

An Associated Press by-line in September re-ported that the Sultanate of Brunei had bannedail British English language teaching textbooksbecause they contained material which was"culturally inappropriate".

NEW MEMBERSHIP DIRECTORYPUBLISHED

I received my 1983 TES01. MembershipDirectory this week. The geographical member-ship distribution table (pages 23-24) indicatesthat of the total 9,430 members, 2,668 liveoutside the United States of America, i.e., slight-ly over 28% of the members.

Where arc you? Are you one of the 282? Thisis your newsletter too. The International Ex-chr.nise offers you a forum for the discussion ofissues which concern and afEct TESOLars onthe wide scale beyond the domestic Americanscene. It offers you the chance to expand theawareness of us all.

treated two of our Polish colleagues to a mealwhich cost about 40% of a Polish universitylecturer's monthly salary, but which, cenvertedin accordance with at least one cf the rates ofexchange currently obtaining, could he said tohave cost no more than the esiuivalent of theloose change we carry about with us here everyday. The courage with which our Polish col-leagues cope with their personal and intellectualprivation and isolation is =Mug. To quote aBritish colleague: 'Poland is a. country in whichFirst World teachers and scholars are obliged towork in Third World conditions.

The parting pledge which we made to ourcolleagues at the University of Silesia was thatwe would do our very best to raise money ie.order to be able to send them at least a goodselection of modern, Western-produced EFLmaterials. The simple fact k at, by compari-son with us, they have nothing. The equipment-inventory of the Foreign language Institute inKatowice seems to run to two antediluvian type-writers. It is instructive to think of that everytime we, over here, use a phJocopy machine,an electric typewriter or a word processor.

Of course there is a great need in Poland as awhole. But here we have identified a specificcase of great and urgent need, and hay.: seenconditions which are almost unbelievably bleak.Even the paper on which I am now writingwould be a luxe-y to our Polish colleagues.

Will you help? Any donation you would heprepared to send o mild be gratefully received,and would be spent on materials to be des-patched Iv me through the auspices of theritish Council Just as v. elc mile as money,however, would be any modern EFL text-book(s) or text(s) on language teaching tech.niquns you could mare A copy of a book orarticle you have written y ourself, perk...3?

Will you help? If so, please get in touch.John RobertsDepartment of Language and LinguisticsUniversity of EssexColchester CO4 3SQEngland

Continued or next page

13

EXCHANGE . . .Continued from page 13

INTERVIEW WITH A POLISHTEFL TEACHER

L. Hamp-Lyons: I'm interested in your reoz. ansto these two letters. Firstly, do you think itsaccurate to say that few English to -chers couldobtain permission to visit the West?

Polish TEFL Teacher: This letter was writtenbefore the ending of martial law in Poland, andno visits were allowed then Nom, however,anyone can visit the West if they are invited.

LHL: What do you mean, "invited"?

PTT: Well, if it is an official visit, for example,to speak at a conference, all arrangements aremade with the Ministry and so its OK. If it aprivate visit, the person who makes the invitationmust write a letter of invitation, and get. itstamped at the Polish Consulate.

LHL: What if no one invites you? Can you j.t.stmake a visit to the West on your own?

PTT: I'm not sure. It might be very difficult.

LHL: What about the shortage of books?

PTT: You can order books from outside Poland,if you have a bank account in hard currency(usually U.S. $)and enough money in it! Butbooks coming in are censored, so ynu mightlose your books and your money. There's aBook Fair once a year in Warsaw, and most ofthe publishers sell the books they have exhibitedfor Polish money. You might be lucky and getthe books you want. But there is a very desperateshortage of EFL books, especially outside War-saw.

LHL: Why outside War 4?

PTT: Well, if you're in Warsaw you can use thei3r;tish Council. The English Language officerat the British Council in Warsaw has been veryhelpful by lending books. But if you have hun-dreds of oudents, a set of ten or twenty booksdoesn't go very far. The British Council hashelped us too by arranging courses for PolishEFL teachers, and by bringing specialists fromBritain.

LHL: What abo t help from the Americans?

PTT: Well, we used to get some help fromthem, especially with using the library at theAmerican Embassy and borrowing films, butnow we're not allowed to visit the Embassy.

LHL: Why not?

PTT: I think it was because r;eorge Bush madean attack on Wresident) Jaruzelski. After thatPoland cut all cultural and scientific contactwith the U.S.A. Singe that time I don't get myEnglish Teaching Forum either.

LHL: So you can't talk to Atnericans?

PTT: Well of course you could, but you'd getphotographed and then they'd interview you

LHL: Is there any other help you can get?

PIT: We can use the British Council libraryyou can see teachers in there from all parts ofPoland. We can participate in meetings. TheBritish Council and the American Embassy payfor a conference of university teachers everyyear, and they send some speakers.

LHL: Do you think there are enough of theseprofessional contacts?

PTT: Oh no. It's never enough.

14

LHL: But how do you solve this terrible bookproblem? Con you photocopy teaching material?

PTT: It's impossible. You have to take the bookto the Bureau of Censorship, complete a formand then, conic back in about a month to see ifyou'v, got permission.

LHL: Do you usually get permission?

PTT: No, you don't, because xeroxing a foreignlanguage is forbidden in general.

LHL: Well thenhow do you manage forbooks and other teaching materials?

PTT: Usually we write our own books and getthem printed at the University printers. Some-times people infringe copyright and get copiesof British books printed up. We can't help it; itmay be the only way.

LHL: Now that martial two has been lifted, can

EFL teachers travel to Western countries easily?

PTT: It's easier than it was, but it's still verydifficult. There are not many scholarships, andbecause they go through the Ministry of Educa-tion they might not go to the most suitablepeople. Many EFL teachers will have to waitmost of their working life for the chance to goto an English-speaking country. That's why itsso important for us to get the specialists comingto Poland. if the British Council could choosethe people for scholarships themselves, I thinkmore suitable people would go.

LHL: Do you think the situation in other Easternbloc countries is similar?

PTT: Well, I don't know. I was in Czechoslova-kia for a holiday, and I think It might be similar.But I don't know anything about Rumania.Bulgaria, Hungary and those countries.

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179 TN 12/83

Edited by Howard SageNew York University

FUNCTIONS OFAMERICAN ENGLISHby Leo Jones and C. von Baeyer. 1983. Cam-bridge University Press, 32 East 57th Street,New York, New York 10022 (Student's Book, vi+ 150 pp.; Teacher's Manual, vi + 80 pp., onecassette, $5.95, $8.95)

Reviewed by Jim T. NibungcoHerbert H. Lehman College

The Ca y University of New York

Non-native speakers of English, includingprofessionals themselves, are often at a lossabout how to react verbally in socioculturalsituations, especially those involving nativespeakers. This experience is not unusual evenamong those who have spent a great deal oftime learning grammar and vocabulary. Toteach "how to do things with language"bothoral and writtenBritish and European educa-tors have evolved= the notional/functional ap-proach to language teaching wherein the uses,rather than the forms, of language are empha-sized. As the Introduction to the Teacher of thisbook's Teacher's Manual writes, this approach"adds a new dimension" to traditional languageteaching and is not meant to take its place.

An American English adaptation ofJones's 1977 British text Functions of English,which employs the Fractional approach, Func-tions of American English has 15 units intendedfor high intermediate and advanced ESL stu-dents. Each unit is made up of a short conversa-tion which uses everyday American Englishfollowed by many oral communication exercisesand one section of writing activity. 'Within therecommended time of three to four class periodsof 45-50 minutes each, a class is to cover three"language functions," e.g. requesting, attractingattention, agreeing and refusing, integrated intoevery unit's opening conversation. The teacherand the students discuss each function to devel-op the learners' awareness of the "roles (friend,stranger, employee, customer)" in ulved in eachsituation, the "settings (on a plane, at a party, ata meeting)" as well as the "topics (business,travel, sport)."

Following the list of functional objectives atthe start of most units, the section PresupposedKnowledge in the Teacher's Manual indicatesthe structures used in the unit, which the stu-dents should have already learned. The teacheris advised to conduct preliminary review andpractice of these structures if the students areunable to use them.

In a unit, the first exercise following thepresentation of a particular language function isclosely supervised by the teacher, who is mainlyconcerned with encouraging the students to usesome of the "new" expressions learned. Theexercise sections following are freer from teach-er control, with the communication activitiesbeing the freest.

A communication activity section specifiesho v the class should be divided up and directsone group/individual concerned to an activityindicated on a page (at the back of the Student'sBook) different from that (also at the back ofthe book) which has a complementary activityfor another group/individual involved in a simulaced communication situation. Students partici-

TN 12/83

pating in this exercise are advised to avoid',raking at the page intended for their partner(s),thus creating some kind of "information gap"between communicating parties. Such "informa-tion gap" brings in the element of unpredictablelanguage used in actual oral exchange of ideas.This feature indicates the authors' creativity inpreparing oral communication exercises.

I find the teacher's notes (in the Teacher'sManual) in the conversational sections of thefirst three units most interesting. The languagefunctions are labeled in detail and the expres-sions to be learned in italics. This kind cfannotation is a great help to the ESL teacherwho is a non-native speaker of English and whois yet to become familiar with many of thenuances of language used in socio-cultural inter-action. That the book is intended to be usedeffectively not only by native but also by non-native ESL teachers is evident in the Teacher'sManual, which says; "(If you are not sure aboutthe appropriateness of an expression ask a iiativespeaker about it.)" The conversation sections ofUnits 4-15 could benefit from similar annota-tions.

There is no doubt that this bookwith itscassettewill, as the authors claim, "help im-prove students' listening, speaking, and writingskills It could be a useful text for highly-motivated advanced learners and good supple-mentary material for less motivated ones.

What the book lacks is the "recycling"se-quencing in a cyclical mannerof languagefunctions seen in other functional approachbooks. In the latter, functions dealt with inearlier units are re-presented in later units whichoffer "new" expressions to carry out the samefunctions. The list of additional expressions ineach presentation section of Functions of Ameri-can English can not take the place of "recyc-ling," which is tantamount to reinforcement andfurther experience in communication.

The accompanying cassette makes use of sixspeakers who sound natural in American set-tings. However, some of them speak with suchsoft, low-keyed voices that they seem to whis-per. At least three of them speak at a rate toorapid even for advanced ESL students to comorehend easily. Considering that the cassette isfor high intermediate and advanced learners, agood set of earphones would probably magnifythe sp eake-.; sounds and articulation wellenough for ease in comprehension.

About the mimes: Jim T Nibungco teaches ESL atLehman College, CUNY, Bronx, New York 10458 andhas a Ph.D. from New York University.

A POET'S MINDby James A. Emanuel, ed Jean McConochie1983. Regents Publishing Company, Inc., 2 ParkAvenue, New York, New York 10016 (x + 85pp., $2.50).

Reviewed by Howard SageNew York University

In the first poem of his second volume ofverse, American poet Robert Frost tells thereader he is "going out to clean the pasturespring" and invites him or her along, saying,"You come too." In A Poet's Mind contemporaryBlack American poet James A. Emanuel extendsa similar invitation. This time the invitation isextended to ESL instructors and, by extension,to their students. Since poets do not often invitereaders to travel with them, and since thejourney is worth your time and attention, Irecommend you accept.

With literature just beginning to emerge as apresence in the ESOL curriculum, the concep-

1 80

Lion and puNication of A Poet's Mind is a boldand successful step. Editor McConochie hasno applied her expertise in this area to whatwe recognize was a very difficult task: makingavailable for classroom use by ESL instructors avolume of poems by a single contemporarypoet and reinforcing the poems with compre-hensive exercises and authorial commentaries.The volume refreshes us with the selection ofpoems unfamiliar to most of us and assures uswe can both enjoy the poems and help ourstudents to enjoy and understand them.

Careful review of A Poet's Mind calls forattention, first, to the poems themselves aspoetry, the supporting materials, including thepoet's suggestion about the meaning of his ownwork; and the publication of the first volume ofpoetry by a single poet for ESL use. In additicn,I will suggest possible classroom uses of androles for the instructor in working with the textas well as possible future directions for ESLpoetry tex's.

A Poet's Mind is one several titles at levelsix of the Regents Readers seriesall edited b}McConochiea 36-title collection when com-plete. Level six indicates a vocabulary range of2000 words and few structural limitations forthe advanced-intermediate reader, the intendedaudience, Dr. Emanuel, a published Black poetan editor of important works of Black literature,and a teacher both in the United States andabroad, is uniquely qualified to achieve one ofthe book's main goals. to show "the ways inwhich a poet takes in his surroundings, changesthem into ideas, and records his sense of theirreality." The text also aims to stimulate studentsto "become interes.ed in the expressive powerof poetry, either solely as readers or also aswriters of their own poems."

To consider the book apart from its momentin time is to do an imustice. It appears at amoment when the ESL field is beginning tostrengthen its ties with English and Americanliterature. It representsand should be reviewedasa bold entrance into a new arena, a ur.:queauthor/editor collaboration, and, above all, asignificant step in an important process, theblossoming of literature in the ESL classroom.Exclusive of its other virtues, for both thetiming of its appearance and for its significanceat this juncture, it deseiv es serious consideration.

This deceptively slim volume is filled withsupport for the teacher or student reader of the34 poems: a brief introduction by the poet andan introduction to each of the five chapters,glosses as well as dates of composition andpublication, drawings and relevant photos tosupplement the pcetry, pre- and post-readingquestions, and an answer key. Yet, most rare,the poems have not been tampered with in anyway.

Do they succeed as poetry? As I will show,the answer is yes and no. There are someexcellent poems in the volume. The strangestpoems, like "Experience," achieve their powersimply because they are so direct. The merelyadequate poems tend to be less direct and lesssimple and require more glosses than the others.Of course, it would be unrealistic to expect allthe poems in a single poet's book to be worthyof siady This suggests that a volume with thework of two poets, represented by, say, 15poems each, stands a better chance of achievingconsistently high poetic quality and also intro-duces students to t not one, representativelives and creative processes.

The seven poems in Chapter 4, the strongestchapter in the hook, justify .a themselves read-ing and using the vv hole book. Nothing more or


15

Nominating Committee Completes Task:CANDIDATES FOR TESOL EXECUTIVE BOARD ANNOUNCED

In mid-Novemher, the chair of the Nominating Committee. Sadae lwatake. made known the slate ofnominees for first and second vice presidents of TESOL and exLcutive board member-at-large. They join thesix candidates already on the slate chosen at TESOL/Toronto in March 1983 by the :iliate and InterestSection Councils as representatives to the TESOL Executive Board. Voting men, of TESOL haverecently been sent hallots together with biographical data about each of the following candidate,.

CANDIDrEE FOR FIRST VICE PRESIDENT CANDIDATES FOR SECOND VICE PRESIDENT

,f.'s-

Jean Handscombe G. Richard Tucker Ian C. Gertsbain Jean McConochleNorth York Board of Education Center for Applied Linguistics George Brown College Pace University

Toronto, Ontario Washington. D C. Toronto. Ontario New York New York

CANDIDATES FOR EXECUTIVE BOARD MEMBER-AT-LARGE 1984-87

Marianne Celce -MurdaUniversity of Calif( mia, Los Angeles

Los An les, California

Merrill SwainOntario Institute for Studies in Education

Toronto, Ontario

Don R. WhitmoreTexas Woman's University

Denton, Texas

CANDIDATES FOR AFFILIATE COUNCIL REPRESENTATIVE TO THE EXECUTIVE BOARD 1984-87

Elliot JuddUniversity of Illinois

Chicago, Illinois

CANDIDATES FOR INTEREST

16

Jeanette Macero Rita WongSyracuse University San Francisco State UniversitySyracuse. New York San Francisco. California

SECTION COUNCIL REPRESENTATIVE TO EXECUTIVE BOARD 1984-87

Jeffrey R. BrightChicago Urban Skills Center

Chicago, Illinois

Janet C. CoastantinidesIn iversity of Wyoming

Laramie, Wyoming

_181

Guadalupe Has aersmaChicago Public Schools

Chicago, Illinois

TN 12/83

REVIEWSContinued from page 15

less than a representative selection of the poet'swork, that selection in and of itself brings themost interesting and best-crafted poems to us.Even the poet's comments about his poems inthis chapter are clearer and more stimulatiu.g,perhaps because the poet himself, relativelyfree from any thematic limitation, felt freer toexpress himself i 7 prose as well as poetry. Whyis this chapter so superior to the remainder ofthe text? The answer emerges when we examinethe text's structure.

The poems in each chapter are groupedthematically and in sum represent the poet'sdevelopment over 28 years. The structure islogical and, if followed, will help the reader tounderstand the poet and his work better Ad-herence to a chronological or thematic sequence,however, doesn't always insure inclusion of thegreatest number of effective poems. Placingpoems into a sequence may even place toomany demands on the poem as poem andweaken the impact of an otherwise effectivepoem. A poem such as "Little Old Black His-torian," in Chapter 5, a chapter about Black andeven American Indian history past, present, andfuture, presents still another difficulty of place-ment. An important and effective poem, itadvances the chapter's theme. But the poem ofonly 4i lines contains 31 glosses. It wouldchallenge most native students and may besimply too difficult for ESOL students. In otherwords, what careful sequencing of the ponsdoes not guarantee is more interesting, appro-priate, communicative, and effecr ve poemswith which ESL students can grapple.

All significant books raise questions about anapproach to a subject, and A Poet's Mind is noexception. Obviously, because many if not mostESL teachers are not yet comfortable usingpoetry in their classes, some materials to guidethem and their students are necessary. But howmuch help do ESL teachers need with poetry?How many words should be explained to stu-dents? There is no easy answer. I praise andrecommehd the pre- and post-questions in thetext, its index and answer key, and, to someextent, the poet's reflections on his own poems.I say to some extent because poets are lotalways very good at describing or commentingon their own work. One-third of A Poet's Mind,exclusive of graphics, is given over to supportingmaterials, probably a necessity for teachers andstudents at this juncture in the ESL/literaturepartnership. Still, the large number of aids maysometimes block the poem from the studentand unnecessarily confine the poetic experienceitself. As editors, teachers, and students growcomfortable with the new ESL /literature con-nection, if teachers. are well trained, then ma-terials should become less obtrusive. The poetrycan safely be let 'loose without scaring teachersor students or jeopardizing the poet's sponta-neity.

With A Poet's Mind in hand, teachers willwant to know how and when to use it in theclassroom. These 34 poems, like most poetry,N, ill ser. e y ou N. ell N. hene. er y ou wish to ha. ey our students work vt ith language in perhaps itmost con pressed form This may be, as timepermits, toward the close of a class, as a changefrom another kind of lesson, cr weekly with adifferent aspect of poetry as the main emphasis.It may be to explore throughout the semesterthe c, atise process of one.. rater, James Eman-uel, as fully as possible. The volume can serveyou and your students in many capacities andsituatit , and the sequence in which it is pre-

TN 12/83

sented or rearranged and/or selected will varyaccording to the instructor's and the class'swishes. Teacher use of the book will improve inpro; irtion to confidence teachers gain as theytrain in and work with literature in the ESLclassroom.

A Poet's Mind is a serious and courageousapproach to and experience in the use of poetryin the ESL classroom, and one to be reckonedwith. Presenting 34 poems by one poet, com-plete with commentaries and questioo by thepoet, allows ESL students to immerse them-selves in and come to know well th -xperienceand language of one person, n poet. Regents haschosen to present a signir .:ant strand of theAmerican experience, the life, thoughts. andlanguage of a Black American poet. Since entirevolumes of poetry for use in ESL classes arerace, including two poets, one of different back-ground and poetic style than Mr. Emanuel,would have provided ESL teachers experiment-ing with poetry in their classes for the first timewith a more balanced experience. Still, recall,APoet's Mind is a pioneer. It deserves our praiseand our use for believing so fully in poetry forESL students to give us one poetcomplete!

Ahead of its moment, but wisely compromis-ing with the current state of the art, this Regentscommitment to poetry for ESL students hasadvanced the study in several wonderful andeven dramatic ways. For its cautious cor.-,,rnfor students and teachers who will read andstudy it, and for its boldness in taking steps in anew direction, it deserves to be used. Do so;then wait for others to catch up.

Like a mirror, A Poet's Mind reflects withoutdistorting the current position of literature in itsESOL context. Like a lamp, it lights all ourways to future possibilities. And, like all goodguides on a journey, it awakens us to thingsalong the way we hadn't noticed before. Finally,it teaches us, with American poet TheodoreRoethke, to "take the lively air, / and, lovely,learn by going where to go."

A Poet's Mind can clew you a long way Gowith it.

About the reviewer: }low:1rd Sage teaches ESL at 'NeviYork University and edits Pulp. a national grant-winning literary publication

ABSENCE OF DECISIONby Crawford Goodwin and Michael Nacht.1983. Institute of International Education, 8091' N. Plaza, New York, New York 10017 (ii + 49pp., free).

Reviewed by Joel BlochUniversity of Nebraska

Absence of Decision, a study sponsored bythe Institute of International Education basedon interviews conducted at 20 universities inFlorida, Ohio, and California, is a highly criticalview of the way that foreign students are dealtv :th in American universities. It is the first in aseries of research reports I.I.E. is sponsoring onhigher educational exchange.

The central thesis of this pamphlet is that,with few exceptions, American universities havenot carefully thought out the problems inherentin enrolling large numbers of foreign students.Crawford Goodwin and Michael Nacht, theauthors of the study, interviewed administratorsand faculty as well as government officials andregents. While some members of these groupssaw the presence of foreign students as benefi-cial to the intellectual climate of the university,there were many (no statistics were given) whoviewed the presence of foreign students oppor-tunistically or contemptuously.

From the government's point of view, therewere two conflicting political positions, bothcontaining a certain amount of political oppor-tunism. From an economic position, foreignstudents pump dollirs into state and local econ-omies. On the oche hand, some politicians fearforeign students taking places from Americanstudents in such competiti ' is medicine.

It was from the foe& administration,however, that the authors found the widestrange of opinions from enthusiastic - dvocateof enrolling foreign students to 'ose whowanted the university to give up ,ntirely onforeign students. The dominant opinion, how.ever, in this group, was antagonism to theforeign student presence. Goodwin and Nachtconcluded that the reasons included a fear of

o THECONFERENCE

Conant/2d on next page

on the Teaching ofForeign La iguages

THE CHALLENGE FOR EXCELLENCEIN FOREIGN LANGUAGE EDUCATION

June K. Phillips, ChairmanIndiana Jniversity of Pennsylvania

31st Annual Meeting April 12 - 18, 1984New York Hilton Hotel New York, N.Y.

Make sure to keep a place open on your calendar and in your budget for the NortheastConference on the Teaching of Foreign Languages. Join the 2,510 other teachers whowill be with us ir April to see the latest exhibition of te:'ts, audio-visual equipment andmaterials, teaching aids, and study programs.In addition to the state-of-the-art pedagogical workshops, there will be literary sympo-sia in the classics, French, German, Italian, and Spanish. For complete registrationinformation on the nation's oldest and largest language teaching conference, write.

Northeast Conference Box 623 Middlebury, VT 05753

si2 17

ABSENCE OF DECISIONContinued from page 17

anything unknown, an unwillingness to workwith problems that foreign students bring to theuniversity, and often an hostility towards thestudents aaitt :des and values.

The pamphlet details the significant econom-ic, educational, and political impact the esti-mated 300,000 foreign students now studying inthe United States have made on many of thesecolleges. They, proponents of admitting themin large numbers argue, have saved a largenumber of programs, especially in graduateengineering departments, including faculty andresearch capabilities, until American studentsregain an interest in these areas. Opponentsargue that this has kept outmoded programsartificially alive.

Similar disagreement emerges over the stu-dents' educational performance. Critics of large

Ile admissions of foreign students have alsoargued both that they do too well and not wellenough. Some assert that foreign students can-not function well in an American classroom andhave great difficulty in particular areas such ascase studies and holistic analysis. Others arguethat multiiltural education benefits all stu-dents. This area definitely needs more research,especially since it is coupled with faculty andadministration distrust of the TOEFL and Mich-igan tests as reliable indicators of foreign studentperformance.

Based on these differences over the merits ofenrolling foreign students, the authors arguethat in many instances universiti-N have devel-oped no sy tematic response to the questionsthat have been raised. They cite uncertain tuitionand admission policies a:. examples. They re-mind us of universities' inconsistent policytoward foreign student growth, especially atsmaller institutions without the flexibility tomeet wide enrollment swings. This last pointhelps explain the problems ESL teachers face inregard to tenure and salary, since few adminis-trators have considered the long-term implica-tions of foreign student enrollment.

Goodwin and Nacht conclude with a call foruniversities to study in depth the implications ofan increasing foreign student enrollment, whichsome project to reach one million by the end ofthe century. The authors call for a clear under-standing of such problems as costs, resources,and educational policies by all concerned.Though the study lacks substantiation by data,it does raise valuable questions for anyone.e,. .wally ESL teachers, who deals with foreignstudents.

About the reviewer: Joel Bloch teaches composition forESL students and methodology at the University ofNebraska.


The TESOL Executive Board is im4tinginstitutions to submit proposals to conductSummer Institutes and Meetings on theircampuses. Applications should be sub-mitted 2-0i years in advance. For ir for-mation and Guidelines for Summer Insti-tute Proposals, write to: James E. Alatis,Executive Director, TESOL; 202 D.C.Transit Building, Georgetown University,Washington. D.C. 20057.

18

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Ideal supplement for NEW HORIZONS IN ENGLISH or anybasal ESL series

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Reading, MA 01867 617/944-3700..1 8.3 TN 12/83

.11411E STANDARD BEARER

SOME UPS ANDSOME DOWNS

When this column was originally conceived,v had hoped that it could contain a dialog.you, the readers, would as questions, and wewould attempt to find someone who couldanswer them. It has not worked out that way,therefore, we have brought you articles whichwe hope are timely. Still, from time to timethere is a need for a kind of dialog to inform thereaders of man) things that are going on in thearea of employment issues. This is such a col-umn, and it is an attempt to bring you up -to-date on a variety of happenings.

0 0

Last spring a letter was received from anESOL teacher who had been treated very badlyby a university employer overseas, She hassuggested a number of things that TESOLmight begin to do:

1. Make the existence of the "complaint file"known to TESOL members and to em-ployers who recruit through TESOL.

2. Ensure that this file is available to inter-vewees at TESOL convehtions.

3. Survey TESOL members who have lb-tained positions through TESOL facilitiesto determine if the situation was adequatelyrepresented in pre-hiring job descriptionsand interviews.

4. Publish names and addresses of memberswho invite questions from people consider-ing positions advertised through TESOL

5. If serious complaints become known toTESOL, contact the employer For thoseemployers acting in good faith, a lettermight assist in 'iminating a problem notknown to exist, while those who ar2 ni,t ingood faith would realize that the pr,blemis known and of concern to the professionas a whole.

6 If there is actual abuse of ESL employees,refuse to permit the employer to use TE-SOL publications and conventions for re-cruiting.

To begin to implement these suggestions, Iinvite all TESOL members who have usedTESOL facilities to obtain employment to writeto me regarding whether or not pre-hiring de-scriptions and interviews adequately describedthe teaching situation which was found to exist.Also, if there are members who would bewilling to answer questions from teachers whoare considering positions overseas, please sendyour name, address and telephone number andthe name(e) and addresses of the schools orcompanies you ..rked with. I can act as anin fomial clearim,aouse and will be sure that thecomplaint fil will be available in the employ-ment area at the next convention.

0

Five faculty members at SUNY, 0.,Ilege atOld Westbury on Long Island. v. ere deniedtenure last Augustat least three for program-matic reasons. Four out of the five were inlanguages. One was director of the ESL pro-

TN 12/83

Edited by Carol J. KreidlerGeorgeto-vn University

gram, and one taught classes containing largenumbers of ESL students. Three out of the fivewere Hispanics. All were over 41 ) ears of ageIn June the EEOC ruled that the University hadcommitted age discrimination A period of timeelapsed with the unit ersit) not responding tothe ruling In September the New York officeof the EEOC recommeided filing a suit againstSUNY which leaves the ase up to the nationalEEOC office in Washington.

There are a significant number of students -I

the ESL program at SUNY as at man) otherinstitutions The university evidentall) did notwant to put money into of support the ESLprogram Indications were that there was adesire to remove ESL programs from the cam-pus by requiring basic ESL skills be obtainedby the students before they enter the university.

There may he others of you fighting similarbattles. Other universities may be trying to getrid of ESL people in similar ways. The purposeof this notice is to inform you that at least oneperson seems to be successful in fighting dismis-sal on the basis of age discrimination. Forfurther information contact Howard Sage, 720Greenwich, 4-H, New York, NY 10014.

0 0 0

The Massachusetts affiliate, Massachusetts As-sociation for Teachers of English to Speakers ofOther Languages, has been one of the leaders inissues concerning employment. We have justreceived their Massachusetts ESL Directory:Program and Employment Conditions, 1983-1984 Edition edited by Paul C. Krueger andStephen J. Famiglietti. This cr.lition is consider-ably expanded from earlier versions, listing 126programs with salary ranges, job titles, benefitsoffered, requirements for positions, averagenumber of positions, contracts an -I accessibility.The publication can serve as a model for otheraffiliates by paviding information to thoselooking for jobs and to those who are workingto improve employment conditions. An affiliatemay purchase a copy of the booklet by sending$5.00 to Paul Krueger, Director, English Lan-guage Center, Northeastern University, Boston,MA 02115.

0 0 0

The 'ollovvii,.; s a repri.it of a summarycoven e, the sail( . points in the National LaborRelations Board's (NLRB) findings for the Eng-lish Language Institute, American University.It was originally printed in the National Centerfor the Study of Collective Bargaining in HigherEducation and the Professions Newsletter, July-August 1983. The Y eshma decision refers to theSupreme Court ruling (444 U.S. 672:1980) whichstates that faculty who share in the managementof the university are excluded from NLRBcoverage.

"In what appears to he the first Yeshiva claimcovering a special institute within a university,the regional NLRB, after a six-weelt hearing,rejected the argument by American Universitythat the faculty of the English Language Institutewas managerial and ordered a bargaining agentelection held. By a vote of 28 to I 17'.1FA(English Language Institute Faculty Asso.iatiln)

k.A

154

was elected as the bargaining agent for thefaculty. In ordering this election, the Boardfound ;hat:

... the record evidence demonstrates that thefunctions of the teachers at ELI are insuffi-cient to meet the criteria for collegial gover-nance which the Court relied upon in yeshivaUniversity, in finding the faculty to be mana-gerial employees. Moreover, recent Boardcases involving this issue do not warrant acontrary conclusion. The teachers herein arenot members of any standing committee v hichhas jurisdiction over various policies at ELI. . . The teachers have Igo role in admissionscriteria, size of the student body , selection ofthe teaching assistants or the budget. More-ov er, the teachers' authority in the classroomis not complete inasmuch as they do notmake the ultimate decision regarding text-books and they must interact with the Direc-tor or Associate Director about students vv hoare failing any courses. Accordingly . . . theteachers are i.ot managerial employees.American University is further distinguished

inasr,:uch as the unit certified consists m facultywho in most institutions would be co. isidered aslacking du, long-standing Board criteria of cornmunity of interest with full-time and/or prrt-time faculty."

0 0 0

N'e has e receiv ed a letter from Lauri FriedLee regarding the column on ..ollective bargain-ing which appeared in the June, 1983, StandardBearer. Ms. Lee is Executive Vice-President ofthe San Francisco Community College DistrictFederation of Teachers, AFT LOCAL 2121 andhas served as President and Chief Negotiator.She felt that the characterization of collectivebargaining as a s) stem v hereby a third part; aunion, professional organization, or a sped: Ilyappointed meAiator meets with employers topresent and negotiate envie') ee concerns, hope-ful') producting a better working situation isincoi rect."

Ms. Lee continues, "Collective bargaining isbargaining collective!). A group of em; lo) ees,who, each alone, has er) little power to affectvv ages, hours or working conditions, comestogether to form ',don so that they will beable to have an effect through their collectiv estrength. They elect officers from amongstthemsek es. These officers has e the responsibil-it) of deciding when and how to ask for helpfrom an national affiliates or experts in thefield. In our case, we had some excellent adviceand assistance from AFT professional duringour first contract negotiations, but the finaldecisions were always made by our electedofficials ane our negotiating team Followingthat first contract agreement, we have done allof the negotiating ourselves.

i e it is true t1 at neutral third p vrties, orme. Atom are often used in impasse situationsuse of a mediator is not a standard method forbeginning bargaining In California public em-ploy ee law, for example, a mediator is called inwhen the two sides (administration and faculty)have reached impasse, Impasse means that nonegotiated settlement can he reached withoutoutside help, and a third party is needed to getthings moving again. A mediator's job is toreach a solution; h is not to represent either oneof the parties to the detriment of the other. Themediator looks for compromise 1,ossibilities thatthe two sides may have been unable or unwillingto seek.

Cd ntinued on page 20

19

SOME UPS AND DOWNS


I am afraid that the "third party" characteri-zation of collective bargaining is counter-pro-ductive, and could lead to an expectation thatall you have to do to get a contract is findsomeone outside your group to negotiate foryou and everything will be fine. That is not thecase. Collective bargaining is a lot of work. Youhave to have a clear understanding of what thecurrent wag.. 'lours, and working conditionsare, and what a want them to be, and variousways you can work toward those goals. No oneexcept the people within a certain bargainingunit can truly understand what is needed anddecide how to get it. Collective bargaining is alot of work, but when its done well it can bevery rewarding." . .. Laurie E. Fried Lee

And from Linda Tobas't comes the reply:

I thank you for sharing with me Laurie E.Fried Lee's letter. Ms. Lee wises three importantpoints: a) that it is incorrect to characterizecollective bargaining as a system where a thirdparty bargains; b) that a third party is used onlyin impasse situations; and c) that such a thirdparty characterization leads to the expectationthat simple and facile resolutions can beachieved.

In regard to the first point, the concept of"representation" is crucial to any definition ofcollective bargaining, and it was my aim tostress this point in the "Collective Bargaining:An Update" article. As Ms. Lee indicated, tohave used the term "third party" to communi-cate the idea that representatives of both em-ployees and employers meet to negotiate con-tracts was erroneous. Perhaps a more completedefinition of collective bargaining is needed.The National Center for the Study of CollectiveBargaining in Higher Education and the Profes-sion defines it as "a method of bilateral deci-sion-making in which representatives of thefaculty and administration determine the condi-tions of employment of all members of thebargaining unit through direct negotiation."

As to Ms. Lee's second oc'in, third parties areusually and traditionally useu in impasse situa-tions, and at such times are known as mediators.However, third parties are not used only inimpasse situations. Currently, there is debate asto when and how third parties can be bestutilized. Robert Birnbaum of Columbia Uni-versity is involved in research on the use ofneutrals as catalysts in all phases of collectivebargaining.

Regarding the last point, the idea that all youhave to do to get a contract is find someoneoutside your group to negotiate for you andeverything will be fine" was neither stated norimplied in my article. The aim was to providere.ders with a comprehensive overview of re-cent collective bargaining issues as they pertainto higher education. Linda Tobash.

STANDARD BEARER

Concerns related to employment iouesand professional standards May be ad-dressed to Careia. ,l(reidler, school ofLanguages aid Linguistics, GeorgetownUniversity, Washington, D.C. 20057.

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TN 12/83

SUMMER INSTITUTE '83 PHOTO CONTEST WINNERSOne of the e% eats of the 1983 TESOL Summer Instituse held in Toronto V. as a Multilingual/Multicultural Photo Contest.

The hope m as that this contest w ould encourage institute participants to get out and participate in Torokto's multiculturalenvironment.

The first prize was aw arded to Helen Lew is of Sinai/ Bend, Indiana for her photo of the tw o girls. Carole Urzna ofPortland, Oregon was the recipient ef the second prize for her photo of the little boy.

Sidney Pratt, Mary Canfield, ma Jane Campbell, all of Toronto, each received Honorable Mentions. We wish thewinners and all other contestants much success in their future photographic endeavors.

THE ROLE PLAYContinued from page 8

specifications discussed beforehand. In offeet, students should attempt to forget thepresence of the recorderit should notintrudeand proceed as they would foracting out role plays as before.

Normally at this point, the role playexercise suffers a decline of interest be-cause the actual performance is over andthe exercise seems essentially finished.Des !, valiant attempts on the part of theteacher to engage the students in a com-munal critique, a combination of flagginginterest, memory limitations, and even un-willingness to criticize the speech of peerscan impede the development of the cri-tique into the genuinely valuable learningexperience it can be. The use of a tapelecoriPr, howevor, allows the class to re-live the event by providing a word-for-word script of the performance. It encour-ages students to take responsibility forcorrecting the script by identifying theirown speeches and making or solicitingalterations. As with the C-L/CLL tech-nique, the. tape recorder may be rewoundto the beginning of t'ae role play and thenreplayed, pausing tii.er :h statement orspeech for the purpose or clarifying these.Problematic utterances can be written on

First PrizeHelen Lewis

South Bend, Indiana

the board or on a large piece of newsprintwith students given the opportunity tooffer corrections themselves and ask ques-tions. Utterances of particular difficulty orinterest should be transferred to the stu-dents' notebooks for use in whatever spin-off exercise,' the teacher devises, for per-sonal reference, or for study purposes.This type of critique also allows the teacherthe opportunity to point out register differ-ences or social rules that may have beenoverlooked in preparation of the role play,appropriate idioms, and variations of asingle speech. Later, students may be asked

write dialogs of their own incorporatingthe new idioms, expressions, or trouble-some grammar points t1' surfaced duringthe exercise. The tem.: too, ing anaccurate record to work ..om, may createdrills or other exercises drawn from thestudents' own authentic speech to reinforcelearning.

This approach to the role play exerciseobviously demands an extra time commit-ment as it requires a more thorough perusalof the performance than was heretoforepossible. But even a seasoned ESL gatherWith faculties sharpened by years of ex-perience can benefit from the convenienceand increased versatility made possible bytechnology Two great inventionsthetape recorder and the role playin thehands of a dedicated teacher can add a

Second PrizeCarole Urzila

Portland Oregon

new dimension of precision, thoroughness,and relevance to language learning. "4'

About the author. Jeff ra Flaitz is a doctoral candidatein the Deratment of Learning and Instruction atSUNY/Buf She is currently teaching in the PeoplesRepublic of

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21

LANGUAGE INSTRUCTION IN CUBA

Kim Gerould and Lisa Pred went to Cuba lastwinter to learn about education for adults.Here they speak specifically about languageprograms.

Walk along Ilas ana's streets and among thesights )(mull be sure to see are the students andschools everywhere. Former wealthy homes,apartment buildings and army barracks has e allbecome schools since the Cuban Res olution in1959. Posters, cob» I roadside billboards, TVand radio commercials are all part of Cuba'slatest campaign to encourage all citizens tostudy.

Following the successful Battle for the SixthGrade, mass organizations, the media and theunions have been playing an important role inencouraging workers to continue their educa-tion to the ninth grade level.

An important and popular element of adulteducation is the Worker's Language Program(Idiomas pant Trl'iajadores), in which workingpeople can study any of eight foreign languages.English and Russian are the most popular Ian-pages, followed by German, French, Czech°.slavakian, Chinese, Italian, and Portuguese.There are ninety of these language schoolsthroughout the island in almost every munici-pality.

In order to enter the language program, aworker must have completed the ninth grade.The program has been immensely opular. Inits earlier years all kinds of people :re attend-ing, including university and secondary students.

We wondered why language is so popularamong the Cubans and wh) it is seen as apriority. From the vantage point of societalneeds, the denumnd for bilingual people is in-creasinghi serve the tourism industry andinternational commerce and to do translating.Stud)) ing a foreign language gis es miser theopportunity to advance in his or her job. Equal-ly important, as a MINED (Ministry of Educa-tion) official commented, it fps es a %sinker"spiritual satisfaction" to stud) and kuoss aforeign language People we talked with citedvarious reasons for studying a foreign language:to advance in their jobs, to be able to get adifferent job, to he able to read in a foreignhalguage, to communica:e with foreign visitorsto Cuba. and simply to know another language.

To get an idea of how languages particularlyEnglish, are taught, we spoke with students.language teachers, and language educators inMINED In ad Mimi, ss e attended some classes.One of us had spent a month stud) in g Spanishas a foreign language in a university level coursein Cuba. As a MINED official said, their meth-odologies and materials are drass n from man)sources.

At first sight, their metho eemed rathertraditional to us since we were lamiliar with theinnovative, humanistic methods being devel-oped in di( U.S. Some tests are printed byMINED while the Alexander method from En-gland (New Conc "pt English. L. C. Alexander)is widely used. Often a dialogue, a recordedlecture a reading is presented; work onlistening 31 reading comprehension, spoken andwritten practice, grammar drills and culturalactivities are drawn from that original material.

The readings which are often very advancedare not glossed for vocabulary very well. Thereis a standardized curriculum in the Worker'sLanguage Program to which the teacher must

22

by Kim Gerould and Lisa Pred

adhere fairly strictly. Students are tested on aweekly basis on grium»ar, reading comprehen-

vocabulary and oral abilities, and theymust pass a final test at the semester's end toreceive a diploma. One teacher complainedthat it was difficult to cover all the requiredmaterial. She added that this left little nine forthe teacher to bring in his or her own materialsor to have time for free conversation.

In contrast to such apparently traditionalmethods, one also sees innovative elements inthe language program. In the teacher's methodo-

logical guide, it says that the methods are basedon the "dialectical materialist conception oflanguage, the teaching principles of socialist ped-agogy."

One way these ideas are put into practice inthe classroom is the weekly "criticism, self-criticism" session, in which the students andteachers systematically evaluate themselves andone mother, not only in terms of academicadvancement, but also in terms of cooperationand mutual aid.

Particularl) impressive is the content of theCuban-prepared tests Topics include a speechby Malcolm X, the history of working womenand workers in general in the US, stories ofNative Americans, ecology, and excerpts iron


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Kanagawa, Japan. The Language Institute ofjapan Las positions open for 1984-85. The pro-gram is intensive and residential, and our highlymotivated students are mostly businessmen andengineers from top Japanese companies. Instruc-tors must have teaching experience, and anM.A. in TEFL or related area is preferred.Opportunities also exist to work on our journal,Cross Currents. For further information, write:Derald Nielson, Academic Director, L10j, 4-14.1Shiroyama, Odawara, 250 japan. A represen-tative will be in North America in March and atTESOL '84 to conduct interviews.

Nagoya, Japan. The English Department ofKinjo Gakuin University, a private women'suniversity, is seeking applications for a full-timeposition as visiting instructor from Spring 1984for a period of two years. Qualifications: Ph.D.or M.A. in TESOL or applied linguistics. Duties:Teach English majors students: English conver-satin 1, composition, seminar classes. Compensa-tion: salary depends on qualifications and ex-perience (M.A. $14,456; Ph.D. $16,396 annually),no Japanese taxes, research fund ($1333), hous-ing allowance, and return ticket to and fromJapan. Send a letter of application, (vs o lettersof recommendation, and resume and creden-tials, including transcripts to. Dept. of English,College of Literature, Kinjo Gal.= Liu% ersitv ,2285 Omoa, Mori ar-a-ku, Nagov a 463, Japan.

Indonesia and Thailand. ESL teacher supervi-sor in Galang, Indonesia Refugee Camp andPanat Nikhota, Thailand Refugee Camp. Gener-al description: provide training and spervisionto Indonesian (or Thai) ESL teachers in theoryand methodology for teaching adult Indochi-nese refugees resettling in the U.S. Specificduties. implement training workshops, conductteaches evaluations, assess student performance.Qualifications. experience as an ESL teachertrainer/ supervisor, graduate degree ill TESOL/ESL, work experience overseas in hardshipconditions. Salary. $13,500 yearly plus benefits.Positions available now. One year contract.Send resume plus references to Ms. Helju Batch-elder, The Experiment in International Living,Kipling Road, Brattleboro, Verniont 05301. Tele-phone: (802) 257-4628.

Positions Overseas: japan, Taiwan, Thailand,Malaysia, Peru, PRC, Saudi Arabia, Korea.Interviews at TESOL '84/Houston. ELS Inter-national is looking for top quality people to setup, supervise or teach in their franchise schoolsoverseas Exciting Opp( rtunitLs are availablenow, and in the future for dedicated, flexibleand culturally sensitive ESL/EFL professionals

ELS International acts as a recruiting sourcefor its franchise schools The emp1oyer is thelocal owner/operator who works within ELS!policies. One and two year contracts are avail-able with attractive salary and benefit packagesInterested applicants should send their resumesto ELS International, Attn. Elaine Ford, 5761Buckingham Parkway, Culver City, California90230. Telephone: (213) 642-4618.

University of Louisville, Kentucky. Full-timeESL lecturer opening anticipated July 1, 1984.Qualifications: M,A. or equivalent in TESL orrelated field; at least one year of adult ESLteaching experience (excluding practice teach-ing) Desirable experience teaching in an inten-

TN 12/83

is English program; residence in a non-Englishcountry; a foreign language. Dutiff: Teach andtest all levels and skill areas of ESL. Full-timeappointment on a 12-month. rPricwable contractat $14,000-$15,000. By February 15, send appli-cation letter and full credentials, including cur-riculum vitae, us transcripts, and four con-fidential letters of reference from persons whoknow applicar "s professional qualificationswell to: Dr. Karen A. Mullen, Director of I ESLProgram, Department of English, University ofLouisville, Louisville, Kentucky 40292.

University of Illinois, Urbana-Champaign,Division of ESL. Two positions beginning Au-gust, 1984, (1) Oire. tor, Intensive English Insti-tute and Assistant Professor, tenure track. Ph.D.required, experience in teaching and adminis-tration. Specialization in TESL ntethodologyand teacher training desired. Duties. teaching inMATESL program and directing IEL 9 monthsalary, $20,000. (2) Associate Director, lEI, nontenure track. Ph.D. preferred, M.A. required.Experience in administration of ESL programs.foreign student counseling and immigration.Duties include admissions, recruitment, counsel-ing, and other day-to-day administration. 12month salary, $20,000. Apply by February 20to: Chair, Search Committee, Division of Englishas a Second Language, University of Illinois,707 South Mathews, Urbana, Illinois 61801.

Saudi Arabia. Robert Ventre Associates, Inc.,a consulting company, is looking for ESL in-structors and managers for pre.,:nat and futureops..siings at its programs in Riyadh and Taif.Please direct inquiries to. Robert Veutre Associ-ates, Inc., 10 Ferry Wharf, Newbury port, Mas-sachusetts 01950. Telephone: (617) 462-2250.

411>,((las) NEWS FORPROSPECTIVE

JOB INTERVIEWERSAT TESOL '84

TESOL will again conduct an Employ-ment Clearinghouse at the convention inIlouston, March 6-11 Employers are in-vited to include their announcements ofjob openings among those to he distrib-uted to candidates at the clearinghouseInterview, can he scheduled during theweek of the convention, and this v ear vs ewill have more space avail ')le for thisuse right at the clearinghouse itself Formore information on how to take advan-tage of these facilities please call Vickilamel (202) 625-4569 or vrite to.

TESOL '84Employment Clearinghouse202 DC Transit BuildingGeorgetown UniversityWashingtc a, DC 20057

Eastern Michigan University. Assistant Pro-fessor, Department of Foreign Languages andBilingual Studies, tenure-track faculty positionfor Fall 1984 to teach undergraduate ESL coursesand gaduate TESOL courses Completed appli-cation, vita, official transcripts and three refer-ences bv March 31 to Chairperson, SearchCu nunittee, Foreign Languages and BilingualStudies, Eastern Michigan Univ ersitv , Ypsilanti,MI 48197. /,313) 487-3430.


UNIVERSITY OF PETROLEUM & MINERALSDHAHRAN SAUDI ARABIA

ENGLISH LANGUAGE CENTER

The ELL. is responsible fur preparing appruximately 1000-1400 malt students per year for study in all Englishmedium technical courses leadin. to Bachelors Degrees in science. engineering and management The Centercurrently employs some 70 teachers (American. British. Canadian and Australian( and is expected to expandThe Pro warn is biased toward English for academic purposes Well-equipped language labs, .in audiostudio and 60 computer assisted Instruction terminals form part of the technical equipment availableN)Ve have opportunities (or well qualified, committed and experienced teachers of English JS.IForeign Languageas of September 1984 Applicants should he %dim.. to teach in a structured, intensive program %Mc!, iscontinually evolving and they are encouraged to contribute ideas and materials

QUALIFICATIONS M A Applied Linguistics TESL or M A. in TEFL or TESL

EXPERIENCE Minimum two years teaehins, experience in TEFL/TESL overseas.

STARTING SALARY Depending on qualifitatuins and evp riente Salary is free of Saudi taxes

ADDITIONAL BENEFITS:1. Rent free. air conditioned, furnished accommodation All utilities provided2. Gratuity of une mouths's salary fur each year worked, payable tin completion of final contract3 Two months paid summer leave each year4. Attractive Educational Assistance Grants for school -age dependent children,5 Transportation allowance6 Possibility of selection for University 's tin-going Sunw.er Program and Iveninii Program with good addi-tional compensm7. Outstanding recreational facilities8. Air fares, extras baggage aatiwance and per diem, paid at beginning, middle and end cif contract

CONTRACT: For two years, rer.e...-ible

Apply quoting this advertisement with complete resume on at Ai. mic and prat. ,onal background it is vitalthat you include this Information, and only this information, at this stag,

University of Petroleum & MineralsHouston Office (Dept. 151)5718 Westheimer, Suite 1550Houston, TX 77057

.188 23


University of Michigan. The English LanguageInstitute and the Dept. of Linguistics seek appli-cants for a tenured (or tenure-track) assistanprofessor/director of testing. Ph.D. required bySept. 1984. Duties include: 1) administrationand development of the ELI's world-wide test-ing program and the ESL testing program forU. of M. students; 2) conduct applied linguisticsrtedieli on the validity of language tests andintegrate that into the ELI curriculum (familiar-ity with data processing and statistical aspectsof research projects is strongly desired); 3)teach graduate and undergraduate courses inlanguage testing and measurements in the Dept.of Linguistics. Send letters of inquiry and vitasby Feb. 1, 1984 to Prof. Eric S. Rahkin. Dept. ofLinguistics, University of Michigan, Ann Arbor,Michigan 48109.

University of Michigan.'! he English LanguageInstitute and the Dept. of Linguistics seek atenure -track assistant professor, Ph.D. requiredby Sept. 1984. Appointment includes 3.5 yearterm as Director of Curriculum for ELI. Duties:1) provide curricular supervision and develop-ment for ELI intensive courses: supervise andimplement related research and materials de-elopment projects; 2) conduct research in lan-

guage learning/teaching in linguistics, appliedlinguistics, psychology, education, etc.; 3) teachundergraduate and graduate courses in ESLtheory and methods in Dept, of LinguisticsSend letters of inquiry and vitas by Feb. 1, 1984to Prof. Eric S. Rabkin, Dept of Linguistics,University of Michigan, Ann Arbor, MI 48109.

University of Michigan. The English LanguageInstitute announces a vacancy for a full-timeESL teacher. Duties: teach the most advancedstudents. those entering or currently attendinguniversity classes Appointment: two or threeyears, renewable once by mutual consent for amaximum of five years. By mutual consent, theELI may ask the incumbent to develop curricularmaterials in place of sonic teaching duties. M.A.and experience required. Foreign experienceand Ph.D. preferred. Send letters of applicationand vitas by Feb. 15, 1984 to Prof. Eric S.Rahkin, 1076 Frieze. University of Michigan,Ann Arbor, Michigan 48109.

University of Michigan. The Dept. of Lin-guistics invites applications ,or the position ofsociolingnist, rank open. Ph.D. required bySept. 1984 Appointment is tenured or teinire-track dependent upon qualifications. Candidateswith broad interests are preferred. Send lettersof inquiry and vitas by Feb. 1, 1984 to Prof. EricS. Rahkin, Dept. of Linguistics, University ofMichigan, Ann Arbor, Michigan 48109.

San Francisco State University. Opening forFall 1984. Qualifications: Ph.D. required; alsoteaching experience and research in ESL com-position. Responsibilities: teaching and develop-ing curriculum for ESL composition courses;researching the writing r^eds of foreign andpermanent resident ESL students; implementingnew materials and techniques in SFSU's ESLprogram; teaching M.A. TEFL/TESL courses.Send letter and resume by March 15 to. ThurstonWomack, Chair, English Department, San Fran-cisco State University, 1600 Holloway, San Fran-cisco, CA 94132. Telephone: (415) 469-2265.

CUBA Continued from page 22

English-speaking Caribbean writers.Our overall impression of adult education in

Cuba %% as Cry favorable. We %% ere continuallyimpressed by its importance throughoutlevels of Cuban society.

Because of limited resources and pressingdevelopmental needs. Cuban educational plan-ners haven't had the time to develop as much oftheir own C1111' adinn as they would like. As aresult, we found curriculum to be somewhatrigid. I laving to cover large amounts of materialin a short period limits teacher flexibility andability to meet individual needs. On the otherhand, we found benefits to such standardizationof curriculum in that it provides consistency forstudents and teachers, as well as a sound basisfor measuring progress.

Cuban educators are eager to exchange ideaswith their colleagues in other parts of the worldand have done so with other I atin America!,countries, as well as Europe.

Unfortunately, Cuba's closest neighbor, theUS, with its many innovations in the field ofeducation, nas had an economic blockadeagainst Cuba since 1962 It has also limitedcultural and scientific exchanges.

It is important far us as educators and aspeople involved in the international communityto make it known that we want to keep thedoors of communication open. We have muchto learn from the Cuban model of adult educa-tion, as they do from ours.

from MATSOL Newsletter, Summer 1983.

About the authors: Kiln Cerould and Loa Pred bothteach at Newbury Junior College, Ness bur), Massa-chusetts.

24

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JR9 TN 12/83

UPCOMING AFFILIATE MEETINGS IN 1984(Ptiiiia0,-'1"

tJanuary 21,

;January 21,

lantiary 28

February 9-116

February 17 -18

rFebritaty '21

March:15.17'

'March -16-17.

March :17.

March 24

March 30.31

March 30.31

April 6 -7

;BATESOL;Baltimore,. Maryland:

NYS TESOL Applied.'Lingiiiitic; SIG,

New -yoik'city'IllinoiSTESOL/BE'

WOrkshOp

HCTE TESOL Roundtable April 13-15

April 28

May 4-6

April 6-7

April 6-7

April 7

. Hono Hawaii,

Glendale; Ariintia

AMTESOLMobile, Alabama

WATESOL Conferedde.Washitigton,. D.C.

B.C. ASSoCiation of TEAL,ConVention

Richmond, British Columbia

TESOL'FrancePaiis

donnecticutiESOMeriden, Connectit tt

Penni'ESOL:EastPhiladelphia

Intermountain ,TESOLUtah Stite Univeriity

NittrrEsoLCotifeiencyColumbia, Missouri

'Illinois TESOL/BEConvent:on

Chicago

LOS BESOL DEVELOPS PAPERSUPPORTING CERTIFICATION

FOR ESL TEACHERS

The LOS BESOL Executive Board has de-veloped a position paper o: the establishmentof teacher certification by the Commonwealthof Pennsylvania for teachers of ESL. "Schooldistricts are required by law to employ teacherswho are certified in the subject areas whichthey teach. However, kr teachers of ESL,Chapter V of Professional Certification andStaffing Policies and Guides only requires certification ... . if teachers of ESL are to becertified teachers, then the certification shouldbe a meaningful one and not one which simplyfulfills legal requirements.' At the June 1stmeeting of the LOS BESOL Exec- dye Board,the Board voted unanimously to sdorse ESLcertification. The effort to establish certificationis expected to take several years. We feel we aremoving in the right direction.

AFFILIATE ,NEWS

the,edittir,o1 this page is Mary.AnnChristison, Eiglish Training Center; SnowCollege; Zphraiin, Ufah 84627:Send Af-

, filiateiandhierest -SkctiOn Newslettersne),,itens.tii'tiei.ii)i, the

deadlinesstated otipake 22OITN:

TN 12/83

May 5

May 11

May 11.12

June 13-16

October 18-20

October 19.21

'MATSOL ConventionBoston

WITESOL ConferencePewaukee, Wisconsin

Joint BATESOL/WATESOL Conference

Baltimore, Maryland

CATESOL ConventionSan Jose, California

Ohio TESOL ConventionWesterville, Ohio

Tennessee TESOLConvention

Knoxville, Tennessee

MinneTESOL SpringWorkshop

St. Paul, Minnesota

NATESOL ConferenceWashington, D.C.

Gulf TESOLJacksonville Beach, Florida

SPEAQ ConventionQuebec City

Fourth Midwest RegionalTESOL Conference

Cincinnati, Ohio

NYS TESOL Fall AnnualMeeting

Tarrytown. New York

INTERMOUNTAIN MARKSTENTH ANNIVERSARY

This ) ar marks the 10-year anniversary forInter(no,.ntain TESOL. (Intermoentain TESOLincludes the states of Utah, Wyoming, Idahoand Montana). Started in 1973 by a handful ofESL educators, we have grown to membershipof 200 with a mailing list of over 500 educatorsin the four-state area. Our founder and firstpresident, I larold Madsen, was presented withthe 1-TESOL Distinguished Service Award atthe Second Rocky Mountain Regional Confer-ence on October 15th for his outstanding con-tributions to not only Intermountaiq TESOL,but the ESL professic.1 at large. CongratulationsDr. Macken!

TESOL SCOTLAND CELEBRATES ATINAUGURAL CONFERENCE

SATESL/SATE11, held its inaugural confer-ence October 15, 1983 at the University ofEdinburgh Institute for Applied LanguageStudies. The inaugural speech was given byJames E. Alatis, executive director TESOL.Plenary speakers were Alan Davie, presidentof TESOL Scotland, and Ross Mitchell, Uni-versity of Stirling. The successful conferenceculminated in an iigural dinner at the Uni-versity of Edinburgh Staff Club with speakerDavid Abercrombie. ,:ongratulations SATESI./SATEFL! Your sum, ss is applauded by manyfellow TESOLers a bo remember their ownaffiliate inaugural conferences.

190

Edited by Mary Ann ChristisonSnow College

SESD HANDBOOK SERIES LAUNCHED

The SESD (Standard English as a SecondDialect) Interest Section has a special handbookproject. In a series 20-25 page handbooksseveral SESD areas will be covered. Each hand-book will contain information on the historical,social, cu7tural, and political background of thedialect's speakers; basic linguistic descriptions;teaching suggestions. and an annotated bibli-ography. The handbook series should he helpfulto classroom teachers in dealing with specificgroups of SESD students. If you are interestedin working on an SESD handbook, please con-tact the SESD Chair, Lise Winer, 731 Davaar,Outremont, Quebec 112V 3B3, Canada.

IN MEMORIAMROSEANNE HARRISON

It is with great sadness that I report thedeath of Roseanne Harrison, an ESLinstructor in the Marin Community Col-lege District since 1980. Roseanne was afamiliar figure at CATESOL and TESOLconferences, as both a participant andpresenter. !ler interest and curiosity tookher in many directions. particularly inthe areas of telecommunications, videoand microcomputer uses for ESL stu-dents.

Roseanne received an M.A. degree inESL from the University of I lawaii whereshe had the opportunity to work with thelate Ruth Crymes and other fine profes-sionals. I ler publications included Con-sumer Afath for Yap, Visual Perceptionin Language Learning and Using English(LEI Publishers. Honolulu.)

In addition to these activities Roseannewas a consultant, a businesswoman andan active member of her community.

She leaves her husband Jerry and sevenchildren.

Sandra Onnatarsof Marin

ROSEANNE REMEMBERED

e knew Roseanne only a short whilebut aho share in the deep sense of person-al and professional loss that falls amongus wi''n her untimely death.

Roseanne first joined the ConventionDaily staff in 1982 at TESOL/Ilonolulu.Her fine editorial pen, sense of humorand devotion to the task at hand made ita joy to have her with us. It was nowonder that she was asked to be a partof the Daily staff again at TESOL/To-rontoas well as at TESOL/I louston.

In Toronto Roseanne was recruited tobecome a member of the TESOL News-letter editorial staff and advisory board.She enthusiastically agreed. and in thefew months since March, she completednumerous TN assignments.

Roseanne, we remember youwithLove and affection.

hte(AmenendJerosoother TN and CI) volleagues

Scott, Foresmanis in tune with all your ESL/EFL needs

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-_.....ite second language, relevent to adult needs. Teaches everydayEnglish with emphasis on speaking, listening, reading, andwriting skills.

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glIPScott, Foresman and Company1900 East Lake AvenueGlenview, Illinois 60025

26 .1 9.1 TN 12/83

. 10E-TTERS

LOW PAY AND LONG TEACHINGHOURS NO LAUGH!NG MATTER

October 6, 1953

To the Editor:Distress most accurately describes my reaction

to the poems by Dorothy Wooding Lehmanand John I. Blanck included in the AugustTESOL Newsletter. While 1 ca,i appreciate thewit in the poems, 1 question their inclusion in anewsletter for a profession that is continuallystruggling with the problems of inadequateremuneration and long teaching hours whichLehman and Blanck treat so lightly I fear thatthew poems point only too directly to theunderlying cause of these problems and I amsaddened to see the Nc.esletter condone suchfrivolous reference to them.

Dorothy NI. Taylor1170 Genesee StreetBldg. 5, Apt. 2

ochester, NY 14611

A REQUEST FOR HELP

August 1983

To the EditorMy name is Betita 1,. Anuran. a 4!: y e. old

teacher of English in the freshman y ear and alsothe Resident Ad% isor of the Philippine IlighSchool for the Arts. Our students (secondaryle% el) are all ant students (ballet. music andVisual Arts). Could you kindly help me start anexchange of ideas regarding the sub' ect I teachand the place %%here 1 lis e Would you kindlyintroduce me to one of y our English teachers inthe secondary level?

Miss Betita L. Anuran156 BilliTaal BatangasPhilippines

HOPEFUL EFL TEACHERS FACED"HORROR STORY"

June 13. 1983

To the Editor:I am syn. g in the hope that TESOL and its

correspondfng Quarterly. Newsletter. and Place-ment Service might consider more closely theprofessional qualifications of organizations thatit allows to use its pages and good offices forthe purpose of recruiting ESL/EFL instructorsand administrators. I belie% e. a holm cr pos-sible, that it is the responsibility of TES01, tocheck the ereientials of all such organizations.so tit horror storks. like the follow mg. ss illhappen less frequently.

In the 12-month period beta eon February1982 and February 1983, American ELS Inter-national, a licensed franchise of English Lan-guage Sers ices International (ELS). brought 32professional ESL instmoors and administratorsto their tins!) opened school in Jakarta. Indo-nesia. The majority of these people ss ere re-Limited either directly through ELS or elsethrough ads appearing in the TESOL Newsletterand/or TESOL Placement Service. All of thesepeople were misled into believing that they

TN 12/83

were going overseas to work in an established.professional EFL program. The sad truth is thatthey wei, taken in by self-sers ing and un-scrupulous organizations. both in the U.S. andin Indonesia.

American ELS International. wholly ownedby Nlahmoud and C. Vittoria Abatte-Nlagsoudi,a long time executive with ELS, has no licenseto operate from the Ineonesian government. Itemploys imported rrsonnel illegally, for it canget them no working pc.niits. It pays no taxes,although it does subtract off the top of allsalaries paid. for "tax purposes': It does notsupply lumung or transportation for importedpersonnel, . !though it is obliged to do so bycontract. Payroll, during my stay at least, wasals% ays delayed and often incomplete. Ins ol-untary, nonpaid % acations ha% , i) been im-posed by management. AELSI also (...ilectstuition and book fees. while often providingneither classes nor books. It also lost its originalschool facility, having hen evicted for beiugSI '2,000 arrears in rent.

This is not the forum to discuss all of theillegal, immoral, and um iical practices of Ameri-can EI.S International, nor of its dummy conlunation owner, ICCI of San Francisco. Sufficeit to say that none of the 32 EFL instructors andadniinist ra'mrs imported by the above organiza-tions are still working for them. Most are still inJakarta, working for other schools and com-panies. .0thers. less fortunate, have been a --ported or forced to lease Indonesia because oftheir illegal visa status and AELSIS brokenpromises.

My plea is to the overworked staff at theTESOL Newsletter and TESOL Placement Ser-% ice. I realize that you cannot check es crysingle organization that recimits teachers throughyour good offices, but at the % least youcould check out those organizations based inthe United States (like ELSI and ICCI) andrefuse to publish any thing coining from organi-zations of ill repute. People throughout theprofession look up to TESOL as our oss n professional organization, and 1 for one not liketo see the TESOL name muddied by unscrupu-lous. profit hungry organizations who see TE-SOL as a cheap and effective means to recruitstaff that they can then exploit and abandonoverseas, where neither local nor US law canhelp them.

Michael "Rube" Redfield(Exacademie Director.American ELS InternationalJakarta. Indonesia)

Isukiwakacho. 6.15AshiyashiIlyogo-ken 659Japan

Note. Unfortunately then U no time itht r onthe part Of TN nor the TESOL PlacementService to check A. r.edentials of those ()ratn-: 'Maud institutions adLerising job openings.

. haploid, ate melee Lery cm complaints,stun teachers taking the positions offered. Holt-met. On those eery rare occasions when acomplaint does come in. both the TN and thePlacement SerLice make a note of it. and theemploying organization is notified that its futuretubs will not in. m decrtase,( uhss L inure* sh psarc taken to remedy the s....ree of the complaint

With regard to Mr. Rediield's experiences inIndonesia. it 3Celtied OpprtliltiOt to incite ELSI:o respond directly to them in this issue Of TN.That reply foliates. TN also carries a notice ofELSI overseas positions on p. 23. Editor

192

ELS INTERNATIONAL'SPOINT OF VIEW

()ember 28, 1 ikis

To the Editor:I an writing to the TESOL Newsletter in

response to Mr. Redfield's June 13th letterregarding the ICC1/A ELS! school in Jemrta,Indonesia. M, purpose in writing is to assureTN's readership of ELS l's commitment to pro-fessional and ethical standards by: I) clarifyingELSI's relationship with its various franchiseschools, 2) explaining ELS1's now defunct as..elation with ICCI.

To begin with, allow me to briefly clarify therelationship between ELS! and its various franychide schools. ELS! licenses schools overseas: inreturn for a management fee, ELSI allows theuse of its name, provides a vanety of materialsand programs, recruits personnel, and provideson-going evaluation and consultation to thefranchise school. All ELSI franchise schoo!s arcindependently owned and operated by localfranchisees. Teachers and administrators arcemployed directly by the franchise. In order tomaintain the ELSI reputation, comprehensivestandards of operation are stipulated in theFranchise Agreement itself, in the ELSI Opera-tion.; It/antral, and in the various managementand academie training programs that ELSI pro-vides to the franchisee. Although managementsystem: and acadeenc programs vary fromfranchise to franchise, and from culture toculture, ELSI standards of operation are en-forced through bi.annual inspection visits, (war-ted) reports and regular communication be-ts% cen the franchise and ELSI. If a franchisefads to correct substandard operations ssnhin areasonable amount of time, L. SI ss ill takeappropriate action, up to and including thetermination of the Franchise Agreement.

Since I personally super% ised 1CLI, Jakartaduring ELS1's association ss nth the school. I amss ell ,a%% ,ire of the % drums ioblems, personneland otherwise, that the school encountered.Although I would argue with the accuracy of

of Mr. Redfield's specific allegations, itbe dearly stated that ICCI did experi-

ence severe personnel problems, so severe, infact, that ELS! terminated its Franchise Agree-ment with ICCI on February 15th of this yea)aft e- Py nine nanglis of asso.viation. Allow meto brie.. summarize ELS1's past associationssith ICCI:

I. On May IS, 1982. ELSI and ICCI enteredinto an agreeme.it to license their seiool inJakarta as an official ELSI Franchise School.Between this date and December 9, 1982,ELSI recruited instructors and administratorsfor the franchise hellOW. ICCI pre vided ELSI%%Mb %%Inking and living condition summariand sample contracts for on I' review. .ICC! applicants acre informed CAA tss mild be employed by ICCI. that I.L.S1a recruiting agency only .2. 1 % 'sited the school for a penod of fileday s in July . 1982 for the purpows of inspec-tion and consultation. 1 advised ICCI ofse% eral areas of (mend urn that %% ere substan-tial, including sonic of the personnel mattersto ss Inch NIr. Redfield refers in his letter. andreopured ICCI to take torrectis e actions.Another winker of du ELS! staff % 'sited theschool in early Nos ember 1982. and reportedboth to ELS! and ICCI that he problems hadnut been corrected and, in fact, had gross nmore severe.

Continued on ,-ige 28

27


3. Mr. Redfield was hired by ICCI on No-vember 5. 1982, and spent November 15ththrough the 17th with ELSI for the purposeof pre-departure orientation. Throughout therecruitment and orientation process, Mr. Red-field was advised of off known problems inthe ICCI sell( .)1, especially those relating toworking/living conditions at ICCl/Jakarta.4. As a result of the information gathered bythe July and November inspection visits. aswell as through other channels of communi-cation, including reports from Mr. Redfieldhimself, ELSI ceased recruiting for ICCI onDec. 9, 1982. Since the problems experiencedby the school remained unresolved, ELSIterminated the franchise relationship withICCI on Feb. 15. 1983. ELSI is no longerinvolved in any way with the ICCI school inJakarta; it no longer carries the E LSI trademark.

It would be hard to construe these actions byELSI as "unscrupulous," as Mr. Redfield sug-gests in his letter. To the contrary, I feel thatELS% by ceasing recruiting activity in Decem-ber, 1982 and terminating its Franchise Agree-ment in February 1983, conducted itself in anethical and scrupulous manner.

In addressing the specific allegations that Mr.Redfield claims in his June 13th letter, I mustlimit my response to the period prior to Febru-ary 15th, the date of termination of the FranchiseAgreement between ELSI and ICCI. Based oninformation gathered in discussions with ICCIschool operators, interviews with past ICC:employees, and discussions with the AmericanEmbassy in Jakarta, I ant able to state thefollowing:

1. Ms. Vittoria Abbate Nlaghsoudi is not "along time executive with ELS." Ms. Abbate

Nlaghsondi was employed by the company forapproximatel) three years from 1975-1978.

2. Foreign companies cannot operate in Indo-nesia without Indonesian partners or a govern-ment license. Indeed. they cannot even ad-vertise w"hout a license. Although there wasa change in the Indonesian partnership inDecember 1982. ICCI was fully licensed dur-ing ELSI's association with the school.3. ELSI was told that work visas would beobtained for ICCI employees. When ELSIinvestigated and discovered that ICCI hadnot been able to attain work visas for itsemployees, we required corrective action and,in Dec. 1982. ceased our recruiting of forts.

4. The foreign employee tax rate in Indonesiais 20g of income, to be withheld by theemployer, and paid to the government on aquarterly basis. I have 00 way of verifyingwhether or not ICCI paid this withholdingtax to the government.

5. Payrolls were, in fact, delayed severalclays on a number of occasions. This was aconsistent and severe problem, one whichELSI required ICCI to correct. I have heardfrom past ICCI employees that some checkswere incomplete; ICCI says that everyonewas paid in full. I have no way of verifyingthe truth of the matter.

6. Although there were several changes in theemployee housing situation, to my knowl-edge, housing and transportation were, in-deed, provided to all contracted employees.Again, ELSI required ICCI to resolve theseproblems, since moving from one house toanother was very disruptive to employees.

7. 1 have no direct knowledge that ICCIcollected tuition and book fees without pro-s iding classes. If this occurred, It did so afterour November inspection visit. Needless to

say. ELSI would terminate its associationo ith any franchise that conducted itself inthis manner.

8. I do not know of any employee who wasabantIoned by ICCI in Jakarta. Althoughthere o ere disagreements when employmentcontracts were terminated, by either the em-ployee or by ICC!, as I understand it, ICCIoffered their employees non-negotiable air-line tickets back to the U.S. or "point oforigin." According to ICU as well as myinterviews with past ICCI employees, mostemployees opted to remain in Indonesia towork for other organizations and, therefore.did not use the airline tickets provided.

9. The ICCI school clid change its location inDecember 1982. I have no way of verifyingwhether or not they were "evicted," as Mr.Redfield so states.

It should he clearly evident at this point, that,regardless of the validity or invalidity of thespecific allegations made by Mr. Redfield, therewere certainly enough unresolved problems forELSI to withdraw its recruiting service forICCI in December 1982, and, eventually termi-nate its association with the school.

ELSI currently recruits for three of our fran-chise schools overseas: Sunclai/ELSTokyo,Japan; Sundai/ELSOsaka, Japan; and ELSI/Seoul, Seoul, South Korea. For all three schoolswe maintain job descriptions, employment con-tracts, and working and living condition mate-rials, photographs of the schools and apartmentsand unedited cassette tape interviews fromteachers and administrators. These are sent toevery final candidate pnor to contract signing.ELSI /SEOUL just opened in September 1983,and although we have accurate materials andphotos, we do not has e interview tapes, as yet.


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. 193 TN 12/83

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COMMENTARIESContinued from page 7

when they talk about what they do. We hadshelves full of dissertations in which scholarsreviewed the literature, defended the need forexamining a hitherto unexamined area, examinedthat area systematically, and discussed the resultsof their observations. We had journals full ofarticles which offered insights into a multitudeof aspects of learning by describing studieswhich the author had undertaken in a systematicway. (Now and then something crept into ajournal straight from a classroom without anystatistical evidence accompanying it. Classroomteachers thoroughly enjoyed these articles, butthe works received raised eyebrows in ivorytowers and comments that the author was nodoubt a friend of the editor.) We had a panel atsome TESOL conventions whose topics wereteaching techniques, but these panels were notregular features and could only be enjoyed bythose fortunate enough to get to the annualmeetings, and, once there, to attend the panel. Ialways considered it unfortunate that thesepanels were called, "What's Your Problem?"One was even labeled a "clinic"!

Several aspects of the situation were problem-atic. There was nothing to be gained by attempt-ing to change the journal. Something written innormal, conversational style sounds like cof fee-break chatter when inserted into a scholarlyjournal. And for the good of our profession wewant to keep our journal relevant and done in ascholarly manner. Addressing classroom tech-niques once a year, as if they were problems,even implying illness, left much to be desired

As you know, we tried "Lessons That Work"in NYS ESOL BEA's Idiom with much success.(I am tempted to say that it worked very well.We learned that many readers read it, liked it,and commented to useven wroteabout howthey used the ideas, and obtaining this responsewas the purpose of the column.) It moved tothe TN with a shorter title mostly because itexpressed a positive attitude in just a few spaceson a printed page. Also it moved to the TNbaeause it is what classroom teachers like to talkabout. (No need to waste paper and printing onwhat doesn't work.) Having it in the TN meantthat all members would have access to itwhether they could attend the convention ornot, but more important, that is the place whereit is appropriately couched in an anecdotalstyle. People do communicate with each otherin forms other than those set down for researcharticles and doctoral dissertations. But do notmisunderstand my preference for It Works inthe TN. In those arenas where the dissertationform and research reporting style are the norm,It Works would be out of place; documentationof a systematic, rigorous nature is imperativethere.

True, the anecdotal style does not tell readerswhat they should think or what should work. Itpresumes an informed, adult audiencea groupof pretty harsh judges, if you ask me. But I'vealways maintained that people who spend theirtime in classrooms need to know what is hap-pening in other classrooms. There is much to begained for each reader whether one agrees withwhat is described or not. There is nothing lost ifone leaves the article with more questions thanone had before reading it.

Let us pretend that the next It Works coniesfrom a teacher who teaches winemaking byusing The Grapes of Wrath. Learning to makewine is the class objective and the teacher

30

describes how he or she goes about it so clearlyand convincingly that all of your readers feel asif they could (not necessarily would) walk intoa room and teach the lesson the following day.In addition to producing a robie- uneven andsmoke), wine, the teacher claims that by the endof the lesson nobody pronounces "wine" ,with a/v/. Furthermore, fluency and amount of con-versation soar after tasting.

Sonic readers will claim immediately thatthey have a far more efficient %% a) to teach thepronunciation of N /. Others v. ill recall thattheir students' production has increased eeryhit as much after tasting ruin, vodka, scotch andgin straight off the liquor store shelf, and whowants to go through all of that rigamarole,any way? A fm will declare that if winemakingis not immoral, it is at least irrelevant to theirstudents' needs. Some will try the lesson butmay decide to use a different kind of grape.(Some classroom decisions are based on taste,personality or the weather.) A fm will realizethat they should have been teaching their inter-mediate housewives how to make chocolatechip cookies, finding several things in the description of teaching winemaking that they cantransfer unchanged to making cookies. All willhave given a few moments of critical attentionto classroom strategies, goals, results and bene-fits. However briefly, in the midst of a busyteaching life, a!I will have looked more deeplyinto what we do.

It has always been my wish that all of thesereaders would write to It Works to relate theirreactions, variations, disapproval, suggestions,and adaptations of the winemaking column.Regrettably, very few would do that. If it isbecause we need a different title for the columnthen by all means, change it. But let us continueto provide places for teachers to discuss class-room practices in the style of dissertations, inthe style of research artiLL., and in the sty le ofanecdotal exchange. William James would sug-gest that even c-Ir researchers will benefit fromlearning more about the practical consequencesof employing theoretical concepts in classrooms.But remember, "Practical Consequences of Em-ploying Theoretical Concepts in Classrooms"won't fit across a TN column c

LETTERS Continued from page 28

Sundai/ELS, in both Tokyo and Osaka, hasenjoyed a 100% employee contract renewal rateover the last eight months.

ELSI will not recruit for franchise schoolsthat do not provide accurate, comprehensivematerials. During our inspection visits, we meetwith the franchise school's Instructors and ad-ministrators in order to ensure that the actualworking and living conditions are the same asreported in the recruitment materials. If theemployment conditions change significantly,we modify the recruitment materials according-ly or, as in the case of ICCI, cease our recruitingservice and/or terminate the Franchise Agree-ment itself.

Since ELSI hopes to continue recruiting fromthe TESOL Newsletter, and at the 1984 TESOLConvention in Houston, Texas, we will he happyto answer any and all questions you have regard-ing ELSI or its franchise schools. All recruitmentmaterials will he available to: your review atthe ELS booth in Houston. I think these materi-als will verify the professionalism of our recruit-ing process.

Jerry I). LoudenbackPresident, ELS International Inc.5781 Buckingham ParkwayCulver City, California 90230

195

PRESIDENT'SBANQUETTEXASSTYLE

Pack your jeans and plaid shirt, )oure in for arip-roarin' good time at the Houston TESOL '84hoe-down This ear, we are again breakingwith tradition The President's Banquet will bea tim experience. No fancy hotel dining rooni,no gleaming linens and china, no long speeches.No! Have we got a change for you!! After arollicking, good neighborly ride on our %vildwestfreeways, you will enter a totally covered wes-tern world (neither rain, nor sleet, nor hail willaffect us) After gorging ) ourself on Texas-stylebar-b-que, beer and soda pop, we will give ) onan opportunity to play-off the calories. Learnthe "cotton-eyed Joe" and dance up a storm toour authentic country-western band. Later youcan enter a horseshoe throwing contest and/orwatch our clogging exhibition. Come on goodneighbor, grab your pardner and let's danceand sing.

What is that rumbling in the distance? Herecomes TESOL's President John Haskell on horse-back leading in the rodeo-50 cowboys andcowgirls in full regalia to WOW you with theirprowess. Yes, its a full scale rodeo for yourentertainment. Guzzle soda pop and beer whileyou become involved in the excitement ofbronco-busting, roping, fancy riding and all thewild Rodeo fun. After an evening packed withfood, fun, dancing and wild-west shenanigans,we will transport you back to the real world fora good night's sleep. What a way to celebrate agreat conventionin an unconventional way.The price is right; the fun is for real. %Vegarontee it.

Y'all come now!

SWAP SHOP FOR ESLIN ELEMENTARY SCHOOL

INTEREST SECTION

The ESL in Elementary School Interest Sec-tion is instituting a new type of session: a SwapShop of successful ideas. In order to participate,elementary TESOLers should bring to the con-vention 200 copies (yes, 200!) of one of theirbest ideas for teaching an aspect of ESL toyounger learners.

Each idea should he put on 8!i" x 11" paperand he 3-hole punched on the left hand side.Bring your copies to the TESOL registrationdesk het ween 5-7 P. M. L . 7riday, March 9.You will receive a participant's ticket. Thisticket will admit you to the Swap Shop, to hescheduled for Saturday afternoon. Only thosepersons possessing the tickets will be admitted.Participants can then collect ideas from otherelementary TESOLers, and share their own. Toachieve sonic uniformity in the appearance ofthe Sw.:.p Shop material, a format sheet hasbeen prepared. To obtain it, write or call: Dr.Carole Urzurt, M.A. in Teaching Program, Lewisand Clark College, Portland, Oregon 97219.Telephone: (505) 244.6161, ext. 234.

TN 12/83

HOUSTON OILING UPContinued from page 1

discos fill Houston's numerous nightspotsin addition to the cultural and educationalevents sponsored by the half dozen ormore colleges and universities within thecity limits. Sports fans can take in a pro-fessional or college basketball, baseball orhockey game. Or, those in need of amoment of quiet, a walk through the beau-tiful residential areas on Houston's famousAzalea Trail is most inviting.

What to eat is never a problem sinceHouston beasts innumerable restaurants tosatisfy the -emotional palate. Enjoy aTexas barbect. feast on fresh seafood orSouthern cuisine, t. ' hoose from the widevariety of Asian, LI. in American, MiddleEastern or European style restaurants. Thelocal committee is planning a handy guidefor those who like to be on their own.Others may prefer to join local committeemembers prepared to take small groups ofTESOLers (Dutch-treat) to some of theirfavorite places.

For those who have a little time to dosome sightseeing, we have arranged withthe local Gray Line for a wide variety oftours. After sightseeing in Houston, somepeople might want to travel out to theJohnson Space Center and on to Galveston,a nice day's trip. Others might want toventure farther out to San Antonio for avisit to the Alamo. Or now might be agood time to stop in New Orleans on theway to Houston for a pre-Mardi Grasweekend. Information about all of thesetours will be in the pre-registration packet.

What to pack is always a problem. Cloth-ing for March should be light and layeredsince the warm, often damp, spring daystend to have cool mornings and evenings.We will be walking between the variousbuildings of the convention, so comfortableshoes are in order. An umbrella may comein handy, too.

Shopping areas are spread throughoutthe city and there is something for every-one. From the luxury department storesand boutiques in the Galleria to the variousethnic markets located all around the city,one is sure to find something to take home.

For those who are driving in, all freewayslead into downtown Houston. Parking intown is expensiveabout $7.00 a day.Houston is served by two airportsInter-national to the north and Hobby to thesoutheast. The airport bus (Trailways) costs$6.00 from International non-stop to theHyatt Regency Hotel, the TESOL Conven-tion headquarters. There are also limousines($20-$25) or taxis ($25) to bring you intothe city.

Pre-convention packets have been mailedto all members. Why don't you join us forTESOL '84 in Houston! We are lookingforward to your visit and will do all wecan to make your stay a memorable one.

TN 12/83

INVITATIONACHER

ATDEADLINE:

It is time to assemble yinternational TESOL Conventionproven to be most helpful inideas for the classroom.

Materials can include games,materials, and so on. If possible,demonstration of their materials.

Materials will he displayed10 at 3:00 p.m. in the Bookdisplay area on Wednesdaywhen you bring your entry.

If you wish to submit material,February 1 to:

NAME

TO EXHIBITMADE MATERIALSTESOL '84

FEBRUARY

our Teacher-Made Materials forin Houston. At pre% ions con%

pros .ding teachers with practical,

books, pictures, tapes, adoptionswe would like contributors

from Wednesday, March 7 at 1:00Exhibit area. Please bring yourmorning. You will he assigned a

Exhibits may he picked up after 1:GOplease complete the form

T ESOL

\ 4111

1

presentation at the 1984entions these displays limeinexpensive, and inno athe

of already publishedto provide a 15- minute

p.m. until Saturday, Marchexhibit (do not send) to thetime for your demonstration

p.m. Saturday.below and return before

Kay Hart2703 Jennifer CircleCollege Station, Texas 77840

ADDRESS

Tel No (Home) (Business)(Area Code) (Area Code)

AFFILIATION

TITLE OF MATERIAL

TYPE OF MATERIAL

Write a 30-u ord maximum summary of your presentation (including an indicatio. of theintended audience (age, level, etc.):

MATERIAL AVAILABLE? YES NO

WHERE? COST?

Material cannot be sold at the exhibit.

Please indicate if you wish to give a 15-minute presentation of your material?

YES NO

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Teachers of English to Speakers of Other LanguagesAn International Professional Organisation for Those Concerned wish the Teaching of English as a Second or Foreign Language and of Standard English as a SecondDialect

Officers 1983.84

President

N_oirtheasternJohn Falask II

elllinois Lin'Ch cago, Illinois 60625

UniversityCharles

First Vice President

Californiar-

Oaks,BannisterI Road

Second ,Vice PresidentPenny LarsonSan Francisco Community College CentersSan Francisco, California 94109

Executive Board: Penelope M. Alatis, Francis C Ilammond Jr high School. Alexandria. irginia. Andrew Cohen. Ilebrew Urns emit), Jerusalem, Israel; JoAnn Crandall, Center forApplied Linguistics. Washington. D.C.. John Fanselow, Te..chers College. Columbia University. Ness York, Ness York. Jean Handscombe, North York Board of Education. Toronto,Ontario. Canada; Holly L. Jacobs, Marietta. Georgia. Darlene Larson, Ness 1 (irk t nis ersity. . Ness York. Ness 1 ork, Lin L. Lougheed, Washington,D C.. Marsha Santelli, Chicago PublicSchools, Chicago. Illinois.

Executive Director: James E. Math. Georgetoss n Ums ersity. Vashington. I).C.

ExecutiveAssistant Carol LeClair. Washington. D.C.

Development and Promotions: Aaron Berman. San Francisco. California

Editor, TESOL Quarterly Editor, TESOL NewsletterBarry P. Taylor Allier II. OsmanUniversity of Pennsylvania F. II. LaGuardia Community College. CUNYPhiladelphia, Pennsylvania 19104 Long Island City. New York 11101

jeEdmito.ri fCessoneevention Daily

e UniversityFloridaState

Tallahassee, Florida 32306

TESOL membership includes a subscription to the TESOL Quarterly and the TESOL Neu,sletter, Annual membership rates: Regular membership, $30; Studentmembership (for those engaged in at least half-time study), $15; Joint membership ow o-member household), $45; Institutional membership, $45; Commercialmembership, $150; Paraprofessional, Retired, Unemployed or Volunteer membership, $15. Additional mailing fee: Foreign surface mail add $5 or foreign airmail' add $15. Please make check in U.S. funds drawn on a U.S. bank payable to TESOL. Mail to: TESOL Central Office, 202 D.C. Transit Building,Ceorgetow, zs University. Washington, D.C. 20057. Telephone. (202) 625-4569. For change of address or other information, write to TESOL at foregoing address.

TESOL, 202 D.C. Transit Building, Georgetown University. Washington, D.C. 20057 U.S.A.TESOL NEWSLETTER VOL. XVII, NO. 6, DECEMBER 1983

HoustanTESOL CONVENTION

A N N U A LsmucONVENTION

ti 6.11.1964 NYAtt SWANKY

Program Chain Penny LarsonAlemany Community College Center

San Francisco, California 94109Associate Chain Elliot Judd

University of IllinoisChicago, Illinois 60680

147

NON PROFIT ORG.

U.S. POSTAGE

PAIDBloomington, III.

Permit No. 16