idiom newsletter*

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That effective collaboration benefits students (and teachers alike) is af-firmed by the well-deserved atten-tionit has received most recently in the professional literature (see, for example, DelliCarpini, 2008, 2009; Honigsfeld & Dove, 2010; NACTAF,2009; NEA, 2009; Pawan & Ortloff, 2011) and in the TESOL educational community (e.g., themes of 2011 New York State and Kentucky TE-SOL conferences). Acknowledging the importance of collaborative exchanges among teachers is not a completely novel idea, though. Close to three de-cades ago, Judith Warren Little (1982) examined the differences between more and less effective schools and found that the more effective ones had a greater degree of collegiality. She noted four unique characteristics of collegiality (or collaboration) in successful schools, where teachers participate in the following activities: » Teachers engage in frequent, con-

tinuous, and increasingly concrete and precise talk about teachingpractice. » Teachers are frequently observed

and provided with useful critiques of their teaching. » Teachers plan, design, evaluate,

and prepare teaching materialstogether. » Teachers teach each other the

practice of teaching (pp. 331–332). Consider what Warren Little’s (1982) frequently quoted four key ideas could mean for ELLs in today’s schools. What if we trans-lated her seminal findings into a contemporary framework of four Cs, in which “collaborative” serves as a defining adjective, followed by a key activity or desired teacher behavior necessary for improved student learning? » Collaborative Conversations:

Through enhanced communication, all teachers have the opportunity to develop ownership and shared responsibility for ELLs’ learning.

» Collaborative Coaching:Through an encouraging school climate and supportive framework, teachers offer and receive feedback on their teaching practices.

» Collaborative Curriculum Development:Through curriculum mapping and alignment and collaborative materi-als development, teachers match both their longterm and day-to-day instructional goals and activities.

» Collaborative Craftsmanship: Through conscious efforts for continuous improvement of the craft of teaching, teachers explore ways to enhance instructional time, language development, and content area resources, and offer support for each other.

Collaborative Conversationsby Andrea Honigsfeld

ContentsCollaborative Conversation

1Conversations in Support

3Acting8

Resources for the Common Core5

Talking is learning18

Small Talk19

Conversation Table20

Regular Features/ Special Announcements

Promising Practices10

Calendar and Announcements12

Book Review14

SIGs and Regions17

Members Only Website26

Editorial Notes24

Upcoming Idiom Themes24

NEW Membership Form25

• • • • •NYS TESOL

Annual ConferenceOct. 28-29

Marriott Hotel Melvillewww.nystesol.org/annualconf/

(continued on page 16)

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Vol. 41 | No. 3 | http://www.nystesol.org | Fall 2011

This Issue’s Theme:Conversations

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1.Annual evaluations for all teachers and principals 2.Clear, rigorous expectations for instructional excellence, prioritizing student learning 3.Multiple measures of performance 4.Multiple ratings: Four performance levels to describe differences in teacher effectiveness 5.The new system should encourage regular, constructive feedback and ongoing development 6.Significance: results are a major factor in employment decisions.

You can view all documents discussed at the COP Meeting at the following link: http://www.p12.nysed.gov/biling/bilinged/BilingualESLCOP.html. For more information about the Common Core Standards, please consult the website at: http://www.corestandards.org/ and see the article in this issue.Though it was not considered at this meetinwg, the 14 Bilingual/ESL Tech-nical Assistance Centers (BETACs) across New York State closed per-manently on June 30, 2011. This puts both our schools and our LEP/ELL populations at risk of not having the appropriate resources to meet their educational and program- matic needs over the next five years.

Our new Commissioner of Education, Dr. John B. King, Jr., may not be familiar with the importance of the resources offered by the BETACs. You may e-mail him directly at: [email protected]. In addition, you may email the NYS Board of Regents on this issue at: [email protected].

At the Melville Marriott October 28-29th, I will be passing the gavel to our incoming President, Rebekah Johnson. I would like to thank the many wonder- ful members of my Executive Board and the many SIG and Region Leaders for their service to the organization. Special thanks to Cornelia Randolph, a constant support and inspiration, and Fran Olmos, for her guidance.

You will be receiving ballots for the Executive Board slate in the mail shortly. Thanks to our Nominating Committee, led by Cornelia Randolph and Terri Brady-Mendez, for their time and efforts. Members, please do not forget to vote for your new leadership in our organization by returning your ballots. As always, please continue to keep in touch with issues, concerns, and ideas on how our organization can best serve you. Best wishes for a great school year to all.

Peace and blessings to you, Nanette Dougherty, President, NYS TESOLP.S. We’re so very excited to be launching our new Members Only website - please read more about it in this issue and log in soon to check it out. Please contact us with ideas!

New York State Teachers of English to Speakers of Other LanguagesOfficers and Executive Board

2010-2011 President

Nanette Dougherty, NYC Public SchoolsFirst Vice President,

Rebekah Johnson, LAGCC, CUNYSecond Vice President

Christy Baralis South Huntington School DistrictSecond Vice President ElectOlivia Limbu, Pace University

Past President/TESOL LiaisonConstance Dziombak

Mount Vernon City SchoolsSIG CoordinatorLaura Van Tassell

South Huntington School DistrictSIG Assistant CoordinatorJennifer Scully, Consultant

Regions CoordinatorTina Villalobos, Hicksville Public Schools

Assistant Regions CoordinatorLynn Ellingwood

Brighton Central School DistrictMembership & Marketing Chair

Patricia Juza, Baruch College, CUNYAssistant Membership Chair

Drew Fagan Teachers College, Columbia University

Curriculum and Standards ChairMaria Dove, Molloy College

Assistant Curriculum and Standards ChairPosition Open

Professional Concerns ChairPorfirio Rodriguez, East Ramapo CSD

Professional Concerns Assistant Chair Position Open

Publications/Technology ChairFran Olmos, Yonkers Public Schools

Idiom EditorCara Tuzzolino Werben

Nassau Community CollegeDialogue Editor

Sue Peterson, St. John’s UniversityWebmaster

David Hirsch, New York CityBusiness Manager/Treasurer

L. Jeanie Faulkner, Cornell UniversityCertified Public Accountant

Jim Stotz

NYS TESOL Executive Board Meetingsand General Information. Members are wel-

come to attend Board meetings. For information, contact:

NYS TESOL Box 185Teachers College, Columbia University

525 W. 120th StreetNew York, NY 10027

Tel./Fax: (212) 678-3074E-mail: [email protected]

Web site: http://www.nystesol.org

From the President’s Desk

Dear Colleagues,

I hope you have been enjoying a happy, healthy and restorative summer. I would like to update you on some changes and challenges facing educators. On July 13, I attended the Bilingual/ESL COP (Committee of Practitio-ners) meeting at Teachers College, Columbia University. The most major changes include the New Evaluation Law for K-12 teachers and principals:

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Adolescent ELLs are second lan-guage learners who are still devel- oping their proficiency in academic English. Moreover, they are learning English at the same time they are studying core content areas through English. Thus, English lan-guage learners must perform double the work of native English speakers in the country’s middle and high schools. At the same time, they are being held to the same accountabil-ity standards as their native English-speaking peers (Short & Fitzsim-mons, 2007, p. 1).

Conversations with ELLs and col-leagues are viable ways for ESL teachers to help their students navi-gate academic challenges. My short time at Jamaica High School has been filled with conversations that have driven my instruction to best support the ELLs in my charge.

Curriculum Experiments Based on Conversations with ELLsAt Jamaica High School, an ESL support class is offered zero pe-riod, 7:22 to 8:06 a.m., to provide interme- diate ELLs with additional targeted interventions. September 2011 will be the third year I am teaching zero period, and each year is an ongoing curriculum develop-ment action research experiment. I conduct the course as a combined resource room and advisory class model. Based on daily conversa-tions with my students about their challenges, I provide homework help; teach problematic topics in mathematics, science, and social studies; and assess and teach diverse skills necessary for aca-demic success. The first year of the experiment, my curriculum included mathematics symbols and word problems; the living environ-ment topics of scientific method, evolution, and organ systems; social studies topics of feudalism, estates, and analysis of political cartoons; English language arts topics of idioms, formal versus

informal language, and dictionary/glossary skills; and academic readi-ness in test-taking strategies, study skills, time management, notebook organization, public speaking skills, and computer skills. I also taught graph skills across the disciplines. This class was one of a select few Jamaica High School English and ESL classes that benefited from TeenBiz3000 (Empower3000), a Web-based individualized reading program by Achieve3000.

Conversations with ELLvs form part of the data collection that drives my curriculum changes. Several first-year students (participants in Ex-periment I) reported the lessons and activities helped them pass content-area finals and New York State Regents examinations. When asked how the support class could be im-proved for the following year, ELLs suggested that I allot more time to science, continue teaching math and social studies, and retain com-puter instruction on TeenBiz3000. One student, who was particularly resistant to my teaching anything but ESL all year, later admit- ted he benefitted from content-area instruc-tion by his ESL teacher. All students expressed a deep appreciation for the bilingual content area glossaries I provided.

In the second year (Experiment II), I spent less time on dictionary/glossa-ry skills; did not teach idioms; and, upon careful review of recent living- environment Regents exams, added an ecosystem unit, a lesson on pH, and group activities on bar and line graphs. I replaced the formal versus informal English lesson with daily academic English and everyday English explanations and defini-tions. Students assessed their mul-tiple intelligences (Gardner, 1983; Gardner, 1993, 2996; McKenzie, 1999), and learning styles (Dunn & Dunn, 1993; Dunn & Griggs, 2003, 2004, 2007; Missere & Dunn, 2005). I added native-language transla-

tions of key content vocabulary to my student notebook grading rubric. Groups researched continents and explorers and presented their PowerPoint slide shows to ELLs in other classes. TeenBiz3000 was replaced by Study Island, Web-based instruction built on New York State standards, that provided all Jamaica High School students practice for English, mathematics, science, and social studies Regents exams; and for national Scholas-tic Achievement Test (SAT) and Advanced Placement (AP) exams. Based on requests from Experiment I participants for Internet resources for speaking practice, I created lists of Web sites and links with podcasts and speaking exercises.

As I gear up for Experiment III in the 2011-2012 school year, I plan to devote more time to dictionary skills, such as alphabetizing, and content- area textbook structure, with special attention to textbook glossaries and indices; the participants in Experi-ment II were lacking in dictionary/textbook research skills and did not make opti- mum use of these resources. I provided a list of Web sites and links for Regents practice and bilingual glossaries, and will again provide copies of bilingual glossaries in Experiment III. I have decided to step up test-taking strat-egies and content writing practice in the zero period support class begin-ing in September.

Conversations with FamiliesIndividual writing conferences often involve reinforcing the student’s strengths and discussing spe-cific areas in need of improvement (Fountas & Pinnell, 2001). I had conversations with each student about his/her multiple intelligences and learning style profiles generated from the Dunn and Dunn Learning Style Model high school assess-ment Learning in Vogue: Elements of Style (LIVES) (Missere & Dunn, 2005) and suggested individual

Conversations in Support of High School ELLsby Victoria Pilotti

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study and homework strategies. My students had critical conversa-tions with their families about their personal preferences, strengths, and areas for improvement. Some students discussed their need for a quiet, cool, and brightly lit place to study and complete homework assignments. One student, who was not a morning person, discussed her need for an alarm clock to wake her so she could arrive to class on time. Sadly, her family did not want to be disturbed by the sound of an alarm clock so early in the morning and the student’s guidance coun-selor suggested dropping her from this support class.

Conversations with ColleaguesMy fellow ESL teachers, bilingual guidance counselor, and depart-ment supervisor met regularly to discuss parent outreach, truant students, misplaced students, over-crowded classes, credit accumula-tion, and NYSESLAT scheduling, among the numerous challenges facing our ELLs. These conversa-tions led to solutions and consen-sus on major decisions and new initiatives. Colleagues who shared students would (a) discuss divisionof language skill focus—one would emphasize the writing process,

vocabulary, and grammar, while the other would provide readings of a broad range of literary genres, teach literary terms and vocabu-lary, and emphasize listening and speaking, (b) collaborate and share data for each student before mak-ing arrangements to call parents on each other’s behalf—each teacher relayed messages of both teach-ers, and (c) preview and review each other’s lessons so we could reinforce what was learned in each other’s classes. Much to our dismay, we discovered that students often did not transfer learning between ESL classes and teachers—some-how, the learning remained in the classroom environment and was forgotten in a new setting.

Conversations with mainstream English colleagues centered on imple- mentation of TESOL strate-gies to meet the needs of transition-al and post- ELLs. Conversations with mathematics, science, and social studies assistant principals and teachers helped me focus on topics that they found were the most problematic for ELLs.

As the ESL teacher component in a collaborative team teaching math-ematics class, daily co-teaching experiences and collaborative conferences led to differentiated tutoring and small-group instruction. I reinforced basic math skills to the students who did not know simple addition, subtraction, multiplication, and division, while my math col-league reinforced higher-level math skills and concepts.

ConclusionThese conversations take time and energy. High school teachers of ELLs may find they, too, are per-forming double the work to support adolescent ELLs in meeting the challenges of second language acquisition in an academic environ-ment. This increased responsibility, however, may prove worthwhile when the resulting conversations lead to targeted instruction and interventions as teachers collabo-

rate in assessing ELLs and planning instruction for their students.

References » Dunn, R., & Dunn, K. (1993).

Teach- ing secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston, MA: Allyn & Bacon. » Dunn, R., & Griggs, S. A. (Eds.).

(2003, 2004, 2007). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? Jamaica, NY: St. John’s University’s Center for the Study of Learning and Teaching Styles. » Fountas, I. C., & Pinnell, G. S.

(2001). Guiding readers and writers grades 3-6: Teaching comprehen-sion, genre, and content literacy. Portsmouth, NH: Heinemann. » Gardner, H. (1983). Frames of

mind: The theory of multiple intelli-gences. New York: Basic Books. » Gardner, H. (1993, 2006). Multiple

intelligences: New Horizons. New York: Basic Books. » McKenzie, W. (1999). Multiple

Intel- ligences Inventory. Retrieved from http://surfaquarium.com/MI/inventory.htm » Missere, N., & Dunn, R. (2005).

Learning in vogue: Elements of style (LIVES). Retrieved from www.learningstyles.net » Short, D., & Fitzsimmons, S.

(2007). Double the work: Chal-lenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Cor-poration of New York. Washington, DC: Alliance for Excellent Educa-tion.

Victoria Pilotti, Ed.D., is an ESL teacher at Jamaica High School. A former Region 3 secondary schools mentor, NYC Department of Education, she has taught TESOL methodology graduate courses at St. John’s University and Hunter College.

[email protected]

Come to theAnnual Conference October 28-29, 2011

New York State Teachers of English to Speakers of Other Languages

41st Annual Conference“Enhancing English Learning:

Connecting Communities Through Collaboration”

Marriott Hotel Melville, NYFor further information, go to

www.nystesol.organd check your e-mail on the NYS

TESOL ListservIf you are interested in volunteering or have questions, contact Confer-

ence Chair Christy Baralis [email protected]

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The Common Core Learning Stan- dards (CCLS) have been adopted by dozens of states. The NYS Board of Regents adopted the new P-12 CCLS for ELA, Literacy, and Mathematics in January 2011; it will be phased in over the next year. Beginning in school year 2012-13, NYS assessments for English Language Arts and Mathematics will measure student achievement of the P-12 CCLS. Find New York State’s complete CCLS timeline at www.usny. nysed.gov/rttt/docs/ccss-timeline.pdf.

The initiative began in the spring of 2009 and was coordinated by the National Governors Association (NGA) Center for Best Practices and the Council of Chief State School Of- ficers (CCSO). The advi-sory group for the initiative compris-es Achieve, Inc., ACT, the College Board, the National Association of State Boards of Educa- tion (NAS-BE), and the State Higher Education Executive Officers (SHEO).

The Common Core State Stan-dards Initiative released a draft of the math and language arts content standards for public comment in September 2009, and the individual K-12 grade-level content standards in these subjects were released for public comment in March 2010. Both sets of content standards were finalized in 2010.

Criteria for DevelopmentThis process differed from past standards initiatives because it was state led and had the support of ed-ucators across the country as well as prominent education, business and state leaders’ organizations.The standards were developed by the following criteria:

» Aligned with expectations for col-lege and career success;

» Clear, so that educators and parents know what they need to do to

help students learn;

» Consistent across all states, so that students are not taught to a lower standard just because of where they live;

» Inclusive of both content and the application of knowledge through high-order skills;

» Built upon strengths and lessons of current state standards and stan-dards of top-performing nations;

» Realistic, for effective use in the classroom;

» Informed by other top-performing countries, so that all students are prepared to succeed in our global economy and society;

» Evidence and research based (Quay, 2010);

» Application of the Standards for English Language Learners.

Common standards can potentially provide a greater opportunity for states to share experiences and best practices within and across states that could lead to an im-proved ability to serve ELLs. The K-12 English-language arts and mathematics standards do include information on the Application of the Standards for English Language Learners, located at http://www.corestandards.org/assets/applica-tion-for- english-learners.pdf.One segment of the Application of ELA Core Standards recommends that to help ELLs meet high aca-demic standards in language arts it is essential that they have access to:

» Teachers and personnel at the school and district levels who are well prepared and qualified to sup-port ELLs while taking advantage of the many strengths and skills they bring to the classroom;

» Literacy-rich school environments where students are immersed in a variety of language experiences;

» Instruction that develops founda-tional skills in English and enables ELLs to participate fully in grade- level coursework;

» Coursework that prepares ELLs for post secondary education or the workplace, yet is made comprehen-sible for students learning content in a second language (through specific pedagogical techniques and addi-tional resources);

» Opportunities for classroom discourse and interaction that are designed to enable ELLs to develop communicative strengths in lan-guage arts;

» Ongoing assessment and feed-back to guide learning;

» Speakers of English who know the language well enough to provide ELLs with models and support;

» Need for English Language Profi-ciency Standards.

The Common Core did not spell out how the standards applied to specific levels of English proficiency. It was left up to states to create English Language Proficiency Standards that align with the Core Standards or to explain how specific standards can best be taught to students depending on their level of English proficiency. In her July 12 blog at Education Week, “Learning the Language,” Mary Ann Zehr rec-ognized this need by report- ing that Stanford University has received a $1 million grant from the Carnegie Corporation of New York to cre-ate English Language Proficiency Standards for the states’ Common Core Academic Standards. Dr. Kenji Hakuta, a professor of education at Stanford University, a member of the Common Core Validation Com-mittee, and a long-time expert on ELLs; and Maria Santos, the former director of programs for ELLs for the New York City school system, are co-chairs of this national effort to write standards for ELLs to parallel

Resources for Implementing the Common Core for ELLsby Diane Garafalo

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the Language Arts and Mathemat-ics Standards of the Common Core, as well as the Science Standards that are expected to be developed. This grant award fi lls the gap in the process of implementing the Com-mon Core for ELLs (Zehr, 2011). The grant, which lasts for two years, is called “Building on Common-Core Standards to Improve Learning for English-Language Learners.”

“The effort is to think about the content areas in the common core that offer strategically fertile areas around which language instruction can take place,” Dr. Hakuta ex-plained. “The standards will elabo-rate on what ELLs should know and be able to do in the content areas at different English proficiency levels,” he added. (Zehr, 2011).

Preparing ELLs for the Com-mon Core—A Webinar On May 5, 2011, Dr. Hakuta pre-sented a webinar at www.teach-scape.com called “Research to Practice: Preparing ELLs for the Common Core.” He offered his thoughts and ideas during the we-binar under the topic of planning for the Common Core, including:

» Recognize that language is nec-essary to teach, learn, and dem-onstrate understanding in school subjects, and that this is true for all students, but especially for ELLs;

» Engage in the idea that excel-lence in instruction and assessment around content revolves around the idea of rich language use;

» Build the professional develop-ment around the idea that language instruction is the domain of all teachers, not just English Language Arts and ESL teachers;

» Identify your objectives, as-sessments, and best practices in classrooms and ensure that you’re making progress toward those objectives;

» Use the Common Core to recog-nize and amplify the opportunity for rich language development for ELLs

and for all students (Hakuta, 2011).According to Dr. Hakuta, there are some key elements for ELLs regard-ing the Common Core, including:

» The Common Core provides a strong incentive to examine the role of language in content instruction and in assessment; there is a role for leadership to take advantage of this opportunity;

» Even though the Common Core says nothing about the English Language proficiency expectations of ELLs, there is a requirement that English language profi ciency be aligned to the Common Core;

» There will be more commonality across states in the identifi cation of students because there will be more common proficiency tests;

» The Common Core has the po-tential to move ELL performance/ proficiency both across schools and across the country (Hakuta, 2011).

Criteria for Writing Common Core Curriculum MaterialsLast summer, the nonprofi t group Common Core issued a set of free curriculum maps. The maps are designed to give an understandable sequence of thematic curriculum units that connect the skills provided in the ELA standards with recom-mended student objectives, texts, and activities.

Examples of these thematic curriculum units include: Grade 1: The Amazing Animal World; Grade 3: The People, the Preamble, and the Presi- dents; Grade 6: Folklore: A Blast from the Past; Grade 9: Liter-ary Elements of a Short Story; and Grade 12: European Literature: Re-naissance and Reformation. Com-mon Core is working with schools and districts in different states to implement the maps. Arizona and North Carolina are using them state- wide to help districts put the stan-dards in place (Gewitz & Robelen, 2011).

Two writers have recently crafted documents outlining Common Core

curriculum criteria. Working under acontract with the Bill & Melinda Gates Foundation, a strong support-er of the standards, David Coleman and Susan Pimentel, co-authors of the Common Core Standards for ELA/Literacy, wrote two docu-ments highlighting the key ideas of the standards and de- scribing the qualities of instructional materials they consider an accurate reflection of them (Gewertz, 2011).

Common Core Assessments and PARCCAccording to the National Gover- nor’s Association/CCSSO, the Com- mon Core State Standards will also ultimately be the basis for a system of high-quality assessments. New York State is a governing member of the Partnership for Assessment of Readiness for College and Ca-reers (PARCC), which was awarded Race to the Top Assessment funds in 2010.

The PARCC Web site can be viewed at http://parcconline.org/. Over the next few years, New York and 25 other states will develop a set of English Language Arts and Mathematics assessments, which will be finalized in 2014-15 (NYSED, 2011). Common Core Standards Assessment Resources are located at http://education northwest.org/resource/1331.

Idiom will work to keep readers aware of all the upcoming changes.

References » August, D., Cortese, A., La

Fonde, S., Leos, K. (2010). Mak-ing Common Core Standards work for ELLs: The importance of link-ing English Language Proficiency Standards to the Common Core Standards. October 21, 2010. AFT Educational Policy Forum. http://www. colorincolorado.org/power-point/ ELL-ELPStandardsPPT%20Slide. pdf

» Colorin Colorado (2011). Com-mon Core Standards and English Language Learners. Reading Rock-

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ets. WETA Learning Media. http:// www.colorincolorado.org/ educators/common_core/ » Gewertz, C. (2011). Common

Core Writers Craft curriculum crite-ria, July 22, 2011. Education Week-ly. http://www.edweek.org/ew/article s/2011/07/21/37curriculum.h30.ht ml?tkn=UPSFLpcFv4ebJmsg2qZx 2C7B8rKm7AL%2FiacG&cmp=c lp-sb-ascd

» Gewertz, C., & Robelen, E. (2011). Curriculum maps aim to bring ELA Standards to life. July 25, 2011. http://blogs.edweek.org/ edweek/curriculum/2011/07/the_ nonprofit_group_common _cor. html » Hakuta, K. (2011). Webinar: Re-

search to practice: Preparing ELLs for the Common Core, Teachscape, May 5, 2011. http://marketing. teachscape.com/K12Kenji ELLMay-2011WebinarAccess.html » Lopez, E. (2010). ELA Standards:

Shifting the focus to the Common Core comments, standards and curriculum, NYS TESOL, October 2010. http://www.nystesol.org/ cur-riculum-standards/standards. html » Nagel, D. (2010). Feds award

$330 million to fund alternatives to high-stake bubble tests. The Jour- nal, September 2, 2010. http:// the-journal.com/articles/2010/09/02/feds-award-330- million-to-find-alter-natives-to- high-stakes-bubble-tests.aspx?sc_ lang-en » NYSED (2011). FAQs—Common

Core learning standards. http:// www.p12.nysed.gov/ciai/com- mon_core_standards/faq.html » NYSUT (2011). Educational

Resources for English Language Learners. http://www.nysut.org/cps/rde/ xchg/nysut/hs.xsl/k12_13765.htm » Quay, L. (2010). Higher standards

for all: Implications of the Common Core for equity in education. Civil Rights Research Roundtable on Education, » Berkeley Law, April 2010. http://

www.law.berkeley. edu/files/Educa-tion_Roundable_ Standards_Brief_ 4_10.pdf

» Washington State School Board (2010). Common Core Stan- dards—Process FAQs. http:// www.sbe.wa.gov/documents/ FAQ%20Common%20 Core%Standards%20Process.pdf » Zehr, M. A. (2011). Conference:

Implementing Common Core Standards for ELLs, Learning the Language Blog, August 11, 2010. Education Weekly. http://blogs. edweek.org/edweek/learning-the- language/2010/08/conference_ implementing_common.html » Zehr, M. A. (2011). Stanford to

lead creation of ELL standards for “Common Core” Learning the Language Blog, July 12, 2011, Education Weekly. http://blogs. edweek.org/edweek/learning-the- language/2011/07/stanford_to_ lead_creation_of_e.html

Diane Garafalo is a former ESL teacher at Oswego City School District. She was also a second-ary English teacher, with a total of fifteen years of public school teach-ing experience. Diane’s previous positions include working as an adjunct professor of written commu-nications for ITT Technical Institute and a human resources and training manager for a variety of Fortune 500 companies. Currently, Diane is an HR and workforce literacy con-sultant for DRG Associates.

[email protected]

Some Helpful Resources

» Common Core Curriculum Maps: www.commoncore.org/free/

» Common Core Standards and English Language Learners: www.

colorincolorado.org/ educators/com-mon_core

» Common Core State Standards Initiative Web site: www.corestan-

dards.org

» Common Core Standards Work for ELLs: The Importance of Link-

ing English Language Profi- ciency Standards to the Common Core Standards www.colorincolorado.

org/ powerpoint/ELL- ELPStandard-sPPT%20Slide.pdf

» K-6 Units in ELA Aligned with Common Core Standards: www.

elementarytests.com/blog/ k-6-ela-common-core/

» P21 Common Core Toolkit www.p21.org/images/p21_ toolkit_final.

pdf

» www.thejournal.com/ ar-ticles/2011/08/02/ common-core-

toolkit-aligns -standards-with-21st- century-skills-framework.aspx

Websites of the members of the ad-visory board to the Common Core

Initiative:

Achieve, Inc. www.achieve.org

ACT www.act.org

The College Board www.collegeboard.com

National Association of State Boards of Education

www.nasbe.org

State Higher Education Execu-tive Officers

www.sheeo.org

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‘ ‘ ‘ ‘

Acting is a sport. On stage you must be ready to move like a tennis player on his toes. Your concentra-tion must be keen, your reflexes sharp; your body and mind are in top gear; the chase is on. Acting is energy. In the theatre people pay to see energy.

-Clive SwiftGood teaching is one

fourth preparation and three-fourths theater.

-Gail Godwin

If “acting is energy,” teaching is many things: a combination of knowledge, experience, awareness, expertise, and care. It is also the energy we, as language instructors, bring into the classroom that abso-lutely affects the order of the day. As a theater lover and past occasional performer, I have often thought about the parallels between teach-ing and acting. Here are a few that come to mind.

You’re on stage. All eyes are on you. You’re the initial focal point of attention. Your presence shifts the energy in the room. Sometimes, you literally have a podium, with desks arrayed in rows before you like patrons at a theater. There is noise, chatter, laughter, shuffling in the room until the lights dim. Curtain up! Enter stage left, the professor. Cell phones get put away, or at least discreetly placed to the side. Chit-chat dies down. The room is hushed a moment, the pause of anticipation before the first words of dialogue are spoken.

All eyes are on you. An actor uses her body to convey information about her character before she even speaks. So do you. How are you dressed? Does what you wear con-vey some message about your posi-tion in this play, your role, your per-

sona as teacher, leader, or facilitator of the energy in the room? How do you walk in? Are your eyes down-cast, reflecting your students’ spent energy at the end of a long week, or do they sparkle? Do you walk in the room with pizzazz, transmitting vital energy to them, to create the cycle of give-and-take necessary for effective language learning? Do you use gestures, winks, and nods to convey information, emotion, even comedy? These are things worth thinking about, because one of the most important ways you are like an actor is in this all-important function. Your energy and presence set the tone.

Just as audiences must have faith in actors and suspend their disbelief to fully enter into the world the actors are creating, your students must agree to the unspoken contract of trust that bonds them to you in a vulnerable learning situation. Your ability to create that atmosphere of trust is important; your dynamism helps your class generate energy that in turn feeds you and helps the learning environment be dynamic. This is important for learning as well as for the teacher’s ability to sustain energy and passion both within a class and over her entire run.

Actors use their voices as tools, relying on not just word choice but inflection, intonation, varying volume, and the judicious use of pauses to capture the audience’s attention, rivet them, spellbind them, draw them forward in their seats wondering “What’s next?” You too can use your voice itself as a tool that weaves the bewitching spell of energy, dynamism, and trust that makes for a lively and effective learning environment.

The show must go on. There aredays when you can’t imagine gen-erat- ing that energy at all. On those days, you have to “act as if”: put on your teaching persona as an ac-

tor dons a mask or stage makeup, preparing herself to go before the lights. If you don’t show up, or show up without energy, you might flop.This leads us to the all-important teaching persona. As an actor slips into a role through preparation, curiosity, and the desire to share emotion and information with an audience, you can slip into your teaching persona, comprised of your sincere and genuine self with a soupçon of public-role poise, strate-gic sass, and teacher’s tools you’ve learned throughout your teaching days that help you on the way.

Is your persona the classic scholar? Do you have a little playful clown thrown in? Are you the compas-sionate guide, leading students to the knowledge they already pos-sess? Can you switch hats to that of the taskmaster, pushing for and demanding the very best? It can be useful to think of the teacher role as composed of these different personae that serve useful func- tions in the various processes of learning, including enabling you to reach students of different back-grounds, needs, and learning styles. Even if you are not like that, your alter ego, “Professor Picky”, can be. Although you are more lenient, “Scholar Strict” can be called upon as necessary to whip an under-achieving class into shape. Being a teacher is a public role that requires daily public speaking; why not train for it and find useful tools and approaches that may aid in maintain-ing your interest, creating a positive learning environment, and aiding in efficient classroom management?If you think some training might help you focus your body as instru- ment and help you channel energy more efficiently and effectively in the classroom, here are some sugges-tions to get you started:

» Take an acting class. Learn how to use body language, breath, and

All the World’s a Stage: Ways in Which Teaching Is Like Actingby Elizabeth Fonseca

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The field of ESOL has lost one of its most revered members, Jeanette D. Macero, who died May 9, 2011. Jeanette was passionate in her dedication to non-native speakers of English as exemplified by her teaching, mentor-ing and participation in professional organizations.

Jeanette, one of the founders of NYS ESOL BEA (now NYS TESOL—see note below), was a leader in that organization nonstop until her retirement from Syracuse University in 1998, as associate professor of English and TESOL coordinator of languages, literatures and linguistics. She moved to Medfield, MA to be near her family.

Many NYS TESOL members will testify to the mentoring they received from Jeanette, who held leadership positions in the organization for her entire career. Jeanette graduated with a BA in English from Barnard College, an MA in linguistics from Columbia University, and did doctoral study in linguistics at the University of Michigan. She was president, second vice president twice, and chair of various TESOL committees: publications, paper selec-tion, awards and nominations. Twice, she received the NYS TESOL Distin-guished Service Award.

In addition to Jeanette’s full-time teaching at Syracuse University, she published skill books for beginners of English through Laubach Literacy (now known as ProLiteracy), as well as a number of scholarly papers and ad- dresses, edited books of readings, and acted as consultant to many groups.

All those who knew Jeanette are aware of her many accomplishments in professional organizations and her skillful teaching, but those closest to her will remember most her kind and compassionate manner to all she met and worked with, her hearty laugh, and her engaging personality. Jeanette’s friends and colleagues have lost a treasure.

Vel Chesser, retired from Syracuse University, can be reached at <[email protected]>

Editor’s note: With thanks to NYS TESOL historian George Morris: The very first organization was called NY TESOL (No “S” for State), then NYS ESOL BEA. The founding date is 1970 (hence our 40th anniversary in 2010). The split into NYS TESOL and NYSABE was in the early 1980s.

NYS TESOL Remembers Jeanette D. Maceroby Vel Chesser

voice to create energy and atmosphere.

» Take a public speaking class. Learn relaxation techniques, visu- alization techniques, and tips for effectively conveying a message.

» Join a group such as Toastmas-ters International, where you’ll learn tips for public speaking.

» Listen to and read poetry aloud. Learn about cadence, rhythm, and volume to use your voice more ef-fectively—and to save it from too many of those hoarse, raggedy, “I’ve-spoken-too-much” days!

» Similarly, take a vocal or voice training class. Learn specific breath-ing exercises to strengthen your voice and to become expert in effectively and efficiently using and saving your voice.

Here is a website to get you thinking about your own parallels be-tween acting and teaching: http://www/ jbactors.com/actingphiloso-phy/ actingquotations.html.

References » Godwin, G. (1974). The Odd Woman. New York: Ballantine

Books.

» http://www/jbactors.com/actingphi-losophy/actingquotations.html

Elizabeth Fonseca is an avid trav-eler who has taught ESL/EFL in

such countries as Italy, Turkey, and the United Arab Emirates. Her work has been published in the Arabia.

Review and the Traveler’s Tales se-ries, among others. Her interest in acting stems from high school and community theater days, as well as more recent poetry readings. She currently teaches at Nassau Com-

munity College in New York.

<[email protected]>

5 NYS TESOL Idiom Vol. 41, No. 3 (Fall 2011)

classroom, here are some suggestions to get you started:

�• Take an acting class. Learn how to use body language, breath, and voice to create energy and atmo-sphere.

�• Take a public speaking class. Learn relaxation techniques, visu-alization techniques, and tips for effectively conveying a message.

�• Join a group such as Toastmasters International, where you�’ll learn tips for public speaking.

�• Listen to and read poetry aloud. Learn about cadence, rhythm, and volume to use your voice more effectively�—and to save it from too many of those hoarse, raggedy, �“I�’ve-spoken-too-much�” days!

�• Similarly, take a vocal or voice training class. Learn speci c breathing exercises to strengthen your voice and to become expert in effectively and ef ciently using and saving your voice.

Here is a website to get you think-ing about your own parallels between acting and teaching: http://www/jbactors.com/actingphilosophy/actingquotations.html.

ReferencesGodwin, G. (1974). The Odd Woman.

New York: Ballantine Books.

http://www/jbactors.com/actingphi-losophy/actingquotations.html

Elizabeth Fonseca is an avid traveler who has taught ESL/EFL in such coun-tries as Italy, Turkey, and the United Arab Emirates. Her work has been published in the Arabia Review and the Traveler�’s Tales series, among others. Her interest in acting stems from high school and community theater days, as well as more recent poetry readings. She currently teaches at Nassau Com-munity College in New York. <[email protected]>

NYS TESOL Remembers Jeanette D. Maceroby Vel Chesser

The eld of ESOL has lost one of its most revered members, Jeanette D. Macero, who died May 9, 2011. Jeanette was passionate in her dedication to non-native speakers of English as exempli ed by her teaching, mentoring and participation in professional organizations.

Jeanette, one of the founders of NYS ESOL BEA (now NYS TESOL�—see note below), was a leader in that organization nonstop until her retirement from Syracuse University in 1998, as associate professor of English and TESOL coordinator of languages, literatures and linguistics. She moved to Med eld, MA to be near her family.

Many NYS TESOL members will testify to the mentoring they received from Jeanette, who held leadership positions in the organization for her entire career. Jeanette graduated with a BA in English from Barnard College, an MA in linguistics from Columbia University, and did doctoral study in linguis-tics at the University of Michigan. She was president, second vice president twice, and chair of various TESOL committees: publications, paper selection, awards and nominations. Twice, she received the NYS TESOL Distinguished Service Award.

In addition to Jeanette�’s full-time teaching at Syracuse University, she published skill books for beginners of English through Laubach Literacy (now known as ProLiteracy), as well as a number of scholarly papers and ad-dresses, edited books of readings, and acted as consultant to many groups.

All those who knew Jeanette are aware of her many accomplishments in professional organizations and her skillful teaching, but those closest to her will remember most her kind and compassionate manner to all she met and worked with, her hearty laugh, and her engaging personality. Jeanette�’s friends and colleagues have lost a treasure.

Vel Chesser, retired from Syracuse University, can be reached at <[email protected]>

Editor�’s note: With thanks to NYS TESOL historian George Morris: The very rst organization was called NY TESOL (No �“S�” for State), then NYS ESOL BEA. The founding date is 1970 (hence our 40th anniversary in 2010). The split into NYS TESOL and NYSABE was in the early 1980s.

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Idioms pop up everywhere in Eng-lish media, often met with confused looks by our students. Even more advanced students have diffi-culty using them with any degree of competence, especially if the idioms are culturally different from their own (Irujo, 1986). Given their importance, more attention should be paid to teaching idioms in ESL settings (Cooper, 1998). It is up to teachers to help students not only learn idioms, but also to encourage their usage in an intelligible man-ner. How can we incorporate idioms into classroom settings in a relaxed, communicative, and student-centered way? More important, how can we teach the intonation of idioms to achieve students’ maxi-mum intelligibility? I have found the following three activities to be help-ful for my students.

BYOI—Bring Your Own IdiomEach student chooses one idiom to “teach” the class. They may choose from any source, and learn it well enough to be able to explain it in front of their classmates. This is a great warm-up; it’s student-centered and exciting, since they have chosen these idioms themselves based on their own interests. Don’t be surprised if a number of idioms come from Gossip Girl or Glee, American television programs cen-tering around high-school students, so idioms relating to dating and shopping tend to surface quite often (i.e., It’s on me; She’s into him;

Those shoes are totally you). During the students’ explanations, I stay off to the side and will assist only if the situation calls for it; I have even done this activity remotely via Skype when I was home sick in bed. Hav-ing the students in charge of this activity made it quite manageable. It can also act as a springboard for all kinds of culture-related discussions.

Where Is the CHAnge?A major obstacle facing our students is intelligibility, especially when us-ing idioms. While pronunciation may be a factor, an equally important factor is proper intonation. As the pitch in our voices rises and falls, these changes in intonation are processed by the listener (Crutten-den, 1986). If you have ever studied Chinese, Thai, or Vietnamese, you may be familiar with the inextricable link between the proper tone and communication. In English as well, when language is given the correct intonation, communication can be greatly enhanced. To emphasize this point with my students, I imitate the “wa wa” teacher from Charlie Brown. I walk around the class, lock eyes with a student, raise my hand, and slowly say “Wa, wa wa Wa?” What I am actually saying is “Hi, how are You?” Students inevi-tably guess correctly and are quite surprised that they can understand what I am saying. Once they have caught on, we can then create contextual situations and apply the proper intonation. A mini-dialogue I might have with a student in front of the class, in which my role would be B, is as follows:

A: What are you doing this weekend?

B: This weekend? Nothing special. I’ll probably just hang OUt.

A: OK. Give me a call. B: Alright.

After the classmates have heard the dialogue, I will ask them, “Where is the change?” Hopefully, they

will hear “OUt” on the first try. I will then mark it on the board. The rise in pitch at the beginning of “OUt” rather than on the word “hang” is essential to the intelligibility of the idiom as well as to the rest of the dialogue. Teachers play a vital role here. Once an idiom is presented, either the students or the teacher should provide/elicit the proper into-nation and then mark it. This mark-ing system is especially important for non-native-English-speaking teachers who may be unfamiliar with the proper intonation of idioms.

The good news regarding idiomatic phrases is that there are general in-tonation patterns. In an emphasized two-syllable word, such as “brainer” in the expression “no-brainer,” the word tends to receive a higher tone or pitch on the first syllable. It’s a no- BRAIner. In the case of a one-syllable word, such as “cake” in the expression “piece of cake,” there is a higher tone on the first half of the word: It’s a piece of CAke. In either case, the rising intonation at the beginning is then followed by a fall-ing intonation. Saying the idiom in front of your students in slow motion can really help to clarify this, and it is also good for a laugh. When students know the proper intonation, communication can be achieved even with less-than-perfect pronun-ciation. This is good news for our students, as it is generally much easier to change the pitch of a word than to pronounce the word prop-erly.

Mini DialoguesThe mini dialogues written by the students, followed by an in-class role play, are not only a lot of fun but practical and effective exercises for ESL students (Nunan, 2003; Scott & Ytreberg, 2000). They could be done as homework or in class individually, in pairs, or in groups. These dialogues supply the con-text necessary to achieve natural usage and effective communication

Piece of cake! Idiom activities and the importance of proper intonation

Story byAndrew Edison Schneider

This is an ongoing column, fea-turing advice for effective teach-ing. Please send article submis-sions to the column editor, Ann C. Wintergerst (contact informa-tion on page 22 of this issue).

Promising Practices

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(Nippold & Martin, 1989). The task is to write mini dialogues, where each dialogue contains at least one idiom from class, either from our text or from one of the students’ BYOI. There should be just enough context (4-6 lines) for the exchange to be meaningful (Nippold & Martin, 1989).

Make sure the students understand that even though these dialogues are being written down, they should be striving for spoken and not written English. I also ask them to consider the roles of the speakers as in the following student dialogue (the professor is putting on her coat as her student enters the office):

A: Excuse me. Professor? Are you busy?

B: I’m running LAte, actually. I’ll be here tomorrow.

A: Ok, thank you. B: Alright.

This exchange meets the criteria in that it is a spoken dialogue, the roles are defined, at least one idiom is used, and the idiom is marked with the proper intonation. Once their dialogues are done, I collect, correct, and return them. Afterward, I circulate, taking student questions on my corrections. Then, I have each pair practice and perform at least one of their dialogues in front of the class. Eye contact, body language (students must sit facing each other), and voice manage-ment should be emphasized during practice time. Be sure to circulate, as some students will simply read the dialogue together. I walk around with a blank sheet of 81⁄2 x 11 paper, which I use to cover up the dialogue they are working on. This forces them to look up and, hope-fully, at each other. The students then perform at the front of the class. I act as the director, yelling “Action!” and opening/closing my cell phone like a director’s slate. The class listens for the idiom used in the dialogue. This is always fun, as students enjoy watching their classmates perform. I like to supply

props/wigs to spice it up. Be pre-pared for the cameras to come out! I also quiz them on the idiom and the intonation right after each dialogue.

ConclusionEnglish continues to be a global language. Proper knowledge and usage of idioms are powerful tools for anyone requiring English in daily communication. By focusing on the proper intonation for our students to achieve maximum intelligibility, we are better equipping them for the English-speaking world. It is impor-tant for us as teachers to go the extra mile.

References » Cooper, T. C. (1998). Teaching

idioms. Foreign Language Annals, 31(2), 255-266.

» Cruttenden, M. (1986). Intonation. Cambridge, UK: Cambridge Uni- versity Press.

» Irujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20, 287-304.

» Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isola-tion versus context: A developmen-tal study with adolescents. Journal Speech & Hearing Research, 32, 59-66.

» Nunan, D. (2003). Practical Eng-lish teaching. New York: McGraw Hill.

» Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to chil-dren. New York: Longman.

Andrew Schneider has been teach-ing ESL/EFL for 20 years, having taught in Japan, Spain, and the United States. He currently teaches medical students in Kanazawa, Japan.

[email protected]

Greetings Idiom readers,I am delighted to combine my back-ground in publishing with my love of TESOL as the new editor of Idiom.

Thank you to my predecessor, Julie Dziewisz, for her great work

and help with a smooth transition. I also thank the column editors, copy editor, NYS TESOL leadership and members for the warm welcome.

My career began with a B.A. in jour-nalism from NYU. After I switched

to marketing, and later fundraising, I volunteered in an ESOL classroom

and loved it. I enrolled in Teach-ers College, Columbia University,

graduated with an Ed.M. in TESOL, and began working as an adjunct at

Pace, CUNY, and Columbia.

Presently, I work in an intesive Eng-lish program at Nassau Community

College. We focus on improving students’ skills through an integrat-ed, holistic approach, so that they can exit our program and be pre-

pared for college-level work. I also instruct and mentor aspiring TESOL teachers at the Literacy Assistance

Center.

I welcome the chance to meet with interested writers during the Annual

conference in October. See you there! --Cara

[email protected]

Introduction from the new Idiom Editor,

Cara Tuzzolino Werben


dialogues supply the context neces-sary to achieve natural usage and effective communication (Nippold & Martin, 1989). The task is to write mini dialogues, where each dialogue contains at least one idiom from class, either from our text or from one of the students�’ BYOI. There should be just enough context (4-6 lines) for the exchange to be meaningful (Nippold & Martin, 1989).

Make sure the students understand that even though these dialogues are being written down, they should be striving for spoken and not written English. I also ask them to consider the roles of the speakers as in the fol-lowing student dialogue (the professor is putting on her coat as her student enters the of ce):

A: Excuse me. Professor? Are you busy?B: I�’m running LAte, actually. I�’ll be here tomorrow. A: Ok, thank you. B: Alright.

This exchange meets the criteria in that it is a spoken dialogue, the roles are de ned, at least one idiom is used, and the idiom is marked with the prop-er intonation. Once their dialogues are done, I collect, correct, and return them. Afterward, I circulate, taking student questions on my corrections. Then, I have each pair practice and perform at least one of their dialogues in front of the class. Eye contact, body language (students must sit facing each other), and voice management should be emphasized during practice time. Be sure to circulate, as some students will simply read the dialogue together. I walk around with a blank sheet of 8½ x 11 paper, which I use to cover up the dialogue they are working on. This forces them to look up and, hopefully, at each other. The students then perform at the front of the class. I act as the director, yelling �“Action!�” and opening/closing my cell phone

like a director�’s slate. The class listens for the idiom used in the dialogue. This is always fun, as students enjoy watch-ing their classmates perform. I like to supply props/wigs to spice it up. Be prepared for the cameras to come out! I also quiz them on the idiom and the intonation right after each dialogue.

ConclusionEnglish continues to be a global

language. Proper knowledge and us-age of idioms are powerful tools for anyone requiring English in daily com-munication. By focusing on the proper intonation for our students to achieve maximum intelligibility, we are better equipping them for the English-speak-ing world. It is important for us as teachers to go the extra mile.

ReferencesCooper, T. C. (1998). Teaching idioms.

Foreign Language Annals, 31(2), 255-266.

Cruttenden, M. (1986). Intonation. Cambridge, UK: Cambridge Uni-versity Press.

Irujo, S. (1986). Don�’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20, 287-304.

Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal Speech & Hearing Research, 32, 59-66.

Nunan, D. (2003). Practical English teaching. New York: McGraw Hill.

Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to children. New York: Longman.

Andrew Schneider has been teaching ESL/EFL for 20 years, having taught in Japan, Spain, and the United States. He currently teaches medical students in Kanazawa, Japan. <[email protected]>

Greetings Idiom readers,I am delighted to combine my

background in publishing with my love of TESOL as the new editor of Idiom. Thank you to my predecessor, Julie Dziewisz, for her great work and help with a smooth transition. I also thank the column editors, copy editor, NYS TESOL leadership and members for the warm welcome.

My career began with a B.A. in journalism from NYU. After I switched to marketing, and later fundraising, I volunteered in an ESOL classroom and loved it. I en-rolled in Teachers College, Columbia University, graduated with an Ed.M. in TESOL, and began working as an adjunct at Pace, CUNY, and Columbia.

Presently, I work in an intensive English program at Nassau Commu-nity College. We focus on improving students�’ skills through an integrated, holistic approach, so that they can exit our program and be prepared for college-level work. I also instruct and mentor aspiring TESOL teachers at the Literacy Assistance Center.

I welcome the chance to meet with interested writers during the Annual conference in October. See you there!--Cara

<[email protected]>

Introduction from the new Idiom Editor, Cara TuzzolinoWerben

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CALL FOR AWARDSExceptional Professionals

To honor contributions made within our field, NYS TESOL presents several awards annually, including:

James A. Lydon Distinguished Service Award Outstanding Teacher Award

Recognition AwardLifetime Achievement Award

James E. Weaver Memorial Award Special Award

2010 Recognition Award | Dr. Anita Batisti Outstanding Teacher | Dr. Maria Dove

2009 Lifetime Achievement | Estee Lopez Award Recognition Award | Dr. Walter Sullivan & Saul Cohen Outstanding Teacher | Barbara Suter

2008 James E. Weaver Memorial Award | Alison O’Neil Recognition Award | Sam Hoyt Outstanding Teacher | Donna Bove

2007 James A. Lydon Distinguished Service | George Morris Recognition Award | Maria Neira Outstanding Teacher | Dr. Andrea Honigsfeld & Caryn Bachar

2006 James A. Lydon Distinguished Service | Dr. Frank Tang Outstanding Teacher | Patricia C. La Rose

2005 James A. Lydon Distinguished Service | Diana Segovia & Praus

2011 Award Winners will be presented at the 41st Annual Conference October 28th & 29th, 2011Please review our available awards and criteria for submission at www.nystesol.org. Submit all nominations and supporting documentation as attachments via e-mail to:

Meredith Van Schuyler, [email protected] All submissions due September 23, 2011.

Calendar and Announcements

» October 28-29, 2011NYS TESOL 41st Annual Conference

“Enhancing English Learning: Connecting Communities Through Collaboration” Melville Marriott in Melville, Long Island. See http://www.nystesol.org

» February 11, 201233rd Annual Applied Linguistics Winter Conference

“Connections: TESOL and Applied Linguistics in a Global Context” We’ll continue to keep you posted! Questions? Contact us at: [email protected]

» March 28-31, 2012TESOL International Convention and English Language Expo

“A Declaration of Excellance” Philadelphia For more information: www.tesol.org/s_tesol/convention2012/index.html

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EARN A MASTER’S IN TESOL

Discover a groundbreaking graduate program in teaching English to speakers of other languages. Online and on campus in New York City.

–Renowned international faculty, including: Scott Thornbury, Jeremy Harmer, Radmila Popovic, and John Fanselow

–Two specialized areas of study: Teaching and Curriculum Development

ARE YOU NEW SCHOOL?

www.newschool.edu/matesol2 An Affirmative Action/Equal Opportunity Institution

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This is an ongoing column, fea-turing reviews of books and other materials for ESOL teachers and students. Please send article submissions to the column edi-tor, Nanette Dougherty (contact information is on page 22).

More Grammar Games: Cognitive, Affective and Movement Activities for EFL Students. By Mario Rinvolucri and Paul Davis. Cambridge University Press. Cam-bridge. UK. (2010).176 pp. ISBN: 978-0-521-46630-1

Mario Rinvolucri and Paul Davis’More Grammar Games: Cognitive, Affective and Movement Activities for EFL Students provides a re-vamping of their earlier work Gram-mar Games, which was originally published in 1984. The authors designed the text to provide EFL/ESL teachers with a framework for games that can be modified to be appropriate for dif-ferent age groups and varied English proficiency lev-els. Therefore, while the usefulness of the book as a supplemental text in the adult ESL classroom is the main purpose of this review, its util-ity can be applied to various teaching scenarios.

The text is divided into nine sections including “Competitive Games,” “Cognitive Games,” “Feelings and Grammar,” “Listening to People,” “Movement and Grammar,” “Mean-ing and Translation,” “Problem Solving,” “Correction” and “Presen-tation,” for a total of 81 games, or mini-lessons. As the titles suggest, many lessons are rooted in the principles of well-known English language learning methodologies including the Silent Way, as well as Counseling-Learning/Community Language Learning (CLL). The book begins with a table of contents not-ing the games and page numbers. This is followed by a detailed map of the book with the game titles, gram-mar topics covered, and levels and

time needed. The introduction also includes commentary from the au-thors on how the book can be used and their rationale for the method-ologies utilized by section.

Each game begins with the title of the game and a box restating the details from the map of the book. If the game can be adapted for other structures and levels, a sub-box states this. To start the main portion of the mini-lesson, the authors note any preparation required before class. This is followed by a break-down of the in-class procedures of the game. The authors also include examples, variations, a rationale overview, and notes or acknowl-edgements when necessary. Lastly, any required handouts are pro- vid-ed. On a minor note, the examples and handouts are written using British English vocabulary. In the case of classes in the United States, instructors will need to rewrite these in Standard American English.

The first section includes competi-tive games, which are designed to increase motivation by fostering collaboration within groups while creating a safe, spirited environment. Many of the games in this section focus on the correction of material provided by the teacher. This, of course, means that the instructor must devote time to the preparation of the game. For some this could be less than ideal.

The cognitive games in section two are unique in their structure as, according to the authors, the exercises are mostly open-ended ones: this differs from many gram-mar exercises that require one cor-rect response. The flexibility of the activities allows students to discover various aspects of the language without the direct influence of the instructor. While these types of activities can be very creative and have their place in certain contexts, giving students unlimited control

over the types of sentences pro-duced can cause the direction of the lesson to be diverted. For this reason, although this section follows the Silent Way method in its purest form (Larsen-Freeman, 2000), the lack of final language destination does not follow the integrated and pragmatic way that the Silent Way is often practiced in the classroom.

Sections three and four, which deal with feelings and listening to oth-ers, respectively, are arguably the strongest chapters. Here, games are designed to promote healthy interpersonal discussions, which require speakers to make use of a specific grammar structure. Many teachers can attest to the positive influence that mutual understanding, respect and personal investment in the classroom can have on produc-tivity (e.g., Counseling Learning and Community Language Learning—see Larsen-Freeman, 2000).

Section five is made up of games that incorporate grammar and movement. While there is a modi-cum of Desuggestopedia inherent in games throughout the text, this section explicitly focuses on the us-age of movement to instill language concepts. The rationale seems to be that students are more open to language learning when the pre-conceived mental and emotional barriers to learning are “desug-gested” through lighthearted activity (Larsen- Freeman, 2000).

In the meaning and translation games found in section six, the mini-lessons focus on having stu-dents develop a deeper grasp of the nuances and root meaning of lan-guage by linking English with their mother tongue. While the debate over the use of translation in the ESL classroom continues, using na-tive languages as a resource in the foreign/second language classroom can help to build linguistic abilities in both languages, bridge existing

Book Review Reviewed by Kathryn North

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knowledge to the acquisition of the new language, and give validity to the first language (Baker, 2006; Gib-bons, 2009). Therefore, if instructors use these mini-lessons, they may find that when properly adminis-tered, deep learning can take place during games that use translation.

The last three sections are less substantial. Section seven deals with problem solving. Section eight offers techniques for self, peer and teacher corrections. Finally, section nine recommends alternatives for the presentation of new grammar topics to a class.

Both students and teacher have much to gain from More Grammar Games. The authors offer ideas for games that appeal to many different learning styles. With the exception of musical and natural intelligences, this book contains games that pro-mote all the multiple intelligences (Gardner, 2006). The book also lists games specifically designed to strengthen receptive skills to help students become more active listeners and readers. Furthermore, utilizing grammar games, an instruc-tor can adeptly introduce gram-mar topics without the use of overt grammatical language. Although the discussion of teaching grammatical form vs. focusing on communicative interactions is still very predominant in the ESL teaching fi eld, research has shown that the integration of grammar with contextualized language creates the most efficient mode of learning (Larsen-Freeman 2001).

To offer some criticism, the organi-zational structure of the text can be challenging. For those who normally organize lessons in a progression of scaffolded topics, the division by underlying pedagogical approaches may be less intuitive. In addition, the organization within the sections is unclear and grammar topic or level requires some hunting within the map of the text. Further, many of the games, especially in sections one and two, require a fair amount of

setup. While an instructor may hope to use a book of games as a quick reference for lesson ideas, the time required for fi nding an appropriate lesson and setup prevent the book from being used in that manner. Fi-nally, while one would assume that all of the games are related explic-itly to grammar, some have a more semantic focus. This does not deter the student from gaining knowledge but should be noted.

References » Baker, C. (2006). Foundations of

bilingual education and bilingual-ism (4th ed.). Toronto: Multilingual Matters.

» Gardner, H. (2006). Multiple intel-ligences: New Horizons. New York: Basic Books.

» Gibbons, P. (2009). English Learn-ers Academic Literacy and Thinking:Learning in the Challenge Zone.Portsmouth, NH: Heinemann.

» Larsen-Freeman, D. (2000). Teaching and Principles in Lan-guageTeaching (2nd ed.). New York:Oxford University Press.

» Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia(Ed.), Teaching English as a Secondor Foreign Language (3rd ed.)(pp. 251-266). Boston: Heinkle &Heinkle Thomson Learning.

» Rinvolucri, M., & Davis, P. (1995).More Grammar Games: Cognitive,Affective and MovementActivities for EFL Students. NewYork: Cambridge University Press.

Kathryn N. North is a recent gradu-ate of New York University’s Mas-ter’s Program in TESOL. An ESOL instructor with the New York Public Library, Kathryn also tutors writing and developmental reading at the Borough of Manhattan Community College.

[email protected]

In coordination with the 2011 NYS TESOL annual conference, “En-hancing English Learning: Con-necting Communities through Col-laboration,” the topic for this year’s student essay contest, “How has your community helped you learn English?,” revolved around commu-nities and the role that living, work-ing, and interacting in them plays in the English language learners’ (ELLs) acquisition of English.

The essay contest was held for students who are current or former ELLs within three categories: stu-dents in grades four through eight; students in grades nine through twelve; and students enrolled in a university or an adult education program, including students en-rolled in Intensive English programs, community colleges, degree-based programs, and ESOL programs.

The student essay contest was very successful, with 113 essays received from throughout New York State. A winner and an honorary mention were chosen from each of the three categories. The names of the winners and honorary men-tions will be announced during the Friday luncheon at the annual con-ference and their essays will be printed in the conference booklet.

The winning essays will also be in-cluded in the winter edition of Idiom as well as be posted on the NYS TESOL Special Interest Group (SIG) Student Essay Contest page.

Please join me in thanking all of the students who submitted essays to the sixth annual student essay contest! Watch for news about the 2012 contest in an upcoming issue of Idiom, as well as on our website.

2011 NYS TESOL Student Essay Contest

by Laura Van TassellNYS TESOL SIG Coordinator

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Collaboration may start out as a small, grassroots effort, involving only two or three teachers who share the re-sponsibility for some of the same ELLs and are concerned about their students’ progress. It may involve an entire grade level. Some examples include grade clusters working together to develop or enhance curricula in elemen-tary schools; an interdisciplinary team of math, science, social studies, English, and ESL teachers (sharing re-sponsibility for a cluster of classes in middle schools); or a discipline-specific department (focusing on preparing all students to meet graduation requirements of high schools). Regardless of the local context, all these collaborative efforts start with professional conversations, through which teachers collaboratively explore their students’ needs and responsive practices.

Table 1 shows how the concept of collegiality and collaboration may offer a system of support in a linguis-tically and culturally diverse school context by including the four Cs with ample examples.

1

Collaborative ConversationsTalk About » Students’ needs » Students’ lives » Students in and out of school work » Curriculum and instruction » Teachers’ own struggles » Teachers’ own successes » What matters to you, the teacher

Collaborative CoachingUse peer coaching to improve » Lesson planning » Lesson delivery » Unit design » Use of supplementary materials » Adapted content » Modified instruction » Assessment practices

Collaborative Curriculum DevelopmentAlign » Lesson objectives (language

objectives and content objectives) » Unit goals » Curriculum maps » Primary and supplementary

instructional materials » Adapted texts and materials » Resources

Collaborative CraftsmanshipExplore » ELLs’ background knowledge » ELLs’ prior learning » Peer coaching » Planning instruction collaboratively

or in the context of co-teaching » Effective methods for aligning

curriculum and objectives » Using time more effectively » Making the most of collaborative

efforts

Table 1: The Four Cs of Collaboration

ReferencesDelliCarpini, M. (2008). Teacher collaboration for ESL/EFL academic success. The Internet TESL Journal, 14(8). Retrieved from http://iteslj.org/Techniques/DelliCarpini-TeacherCollaboration.html

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Above: Ahmed El-Habashi, Egypt; Tomoko Kihira, Japan; Ufualè Afola Amey, Togo; Osiris Romero, Dominican Republic and Elena Lyumanova, Russia, come together in anticipation of their panel presentation.

Left:Sonia Portugal, Peru, performs Floating Words, a dance she choreographed to portray the spirit of English language learning.

Below: Everyone listens as Ufualè Afola Amey talks about learning English from her teacher Dave, a Peace Corps volunteer.

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ESL teachers employ a variety of instructional tools in the classroom. Conversation can be used to help students practice pronunciation, to prepare and develop a well-thought-out paragraph, and to enhance listening skills. Most important, conversational activities tap into students’ schema to help them fully develop critical thinking skills in English. Below are several activities I have used with my students.

To introduce the concept of stu-dents’ origins, I show students how to use the Reporter’s Questions (Who, What, When, Where, Why, and How) to gather information. Stu-dents partner with one another to ask these questions and record the answers. When the class comes to-gether again, I ask the group, “Who has a partner coming from a country whose name begins with the letter A?” Students might answer Argen-tina. The class then identifies which continent Argentina is on. Students check the map in the classroom to know more about their partner’s home country. This is repeated until the end of the alphabet. Students work with their partners to see what they already know about these countries. This prior knowledge helps students realize that they know more than they think about geography and other topics.

Next, the class discusses the variety of languages spoken by the students. After obtaining this infor-mation, students put the names of these languages on the board. This first conversation in class provides information needed for the first writ-ing assignment, which is the biog-raphy of a class member. The first draft begins in class and is peer re-viewed for content by the student’s conversation partners. Their home-work is to review the draft and to rewrite it at home on the computer. The next day, I review the home-work with students and focus my comments on a grammatical topic,

such as verb tense usage. I choose to focus my feedback on one or two aspects of the writing assignment so that a completely marked-up paper does not increase students’ writing anxiety.

The next assignment involves reading a biography about a famous American. It might be a commonly known American like George Wash-ington or someone from a particular field. After forming groups and prior to reading, students discuss what they already know about the per-son and what they expect to see in the article. I introduce the concepts of topic and main idea as well as vo-cabulary specific to the story. After reading the biography, students individually answer the Reporter’s Questions from the article, and then share their answers with their con-versation group.

In groups, students generate their own questions using the Reporter’s Questions. When the class comes together, one student from each conversation group writes one question on the board—the ques-tions should not be duplicates of other groups’ questions. Students read each question aloud. I ask the whole class for grammatical correc-tions to the questions. After com-pleting the exercise, students write a summary of the biography—they can use these questions or the ones from the conversation group—and show this to their conversation part-ner for feedback. Their homework is to create a revised version of the in-class written summary that incor-porates their partners’ feedback. They staple the draft to the top of the rewrite.

Using conversation sheets, such as those available at www.boggles- worldesl.com, also provides oppor-tu- nities for interaction. Each con-versation sheet centers on a theme such as seasons, media, habits, and customs. These can be used to

talk about the topic in conversation groups, to learn vocabulary specific to a topic, and to practice pronun-ciation. I ask students to look up definitions of highlighted words on the sheets. As an instructor, using these sheets is a way to determine students’ familiarity with Ameri-can culture and to plan class trips. Students can also conduct research to enhance their knowledge about media.

I used these conversation activities with levels 3 to 7 students (as mea- sured by the Best Plus) enrolled in non-credit ESL CUNY courses for a semester or more. Students ranged from 18 to 60 years, were from all over the world, and spoke a wide variety of languages. Some were recently arrived professionals who had university degrees; others had a basic education in their native country.

Students developed a sense of community because of the shared conversation exercises. Many good friendships began in class and continued after graduation. These friendships made it more enjoy-able for many to attend class on a regular basis and did lead to fewer absences. By the end, students learned how to express their ideas more clearly in English and how to formulate questions for future edu-cational use. Their critical thinking skills were used to evaluate the new information and to compare it to what they already knew.

Elaine Caputo Ferrara received a Master’s degree from N.Y.U. in edu-cational psychology, with a specialty in reading and special education.At the College of Staten Island, she teaches reading and writing to college students in ESL classes. Recently, she developed a citizen-ship class for students.

[email protected]

For ELLs, Talking Is Learning by Elaine Caputo Ferrara

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Small Talk: A Meaningful Conversation ToolEngaging English Language Learn-ers (ELLs) in a few minutes of small talk prior to the start of ESL class can be a very useful strategy. The purpose of small talk is not about gauging how grammatically correct my students can speak in English -- although I do make mental notes of students’ grammatical difficulties for subsequent lessons. It provides the opportunity for my students to be heard in a very relaxed set-ting, while allowing their English to emerge. It certainly can be a chal-lenge to insert those few minutes during the fast-paced schedule of a typical school day, but I have found it to be a source of valuable infor-mation.

I often begin the small talk session with an informational “wh” question such as “How was your appointment at the dentist?” or “What did you do after school yesterday?” The re-sponses are quite revealing. Some students, especially those in middle school, are initially guarded, while others seem surprised that I want to know more about them. Gradu-ally as they learn to trust me as well as their classmates, the students slowly open up. It is gratifying to see a once painfully shy kindergarten student now coming to class with daily announcements such as, “You know what? Yesterday, I lose (sic) a tooth.”

There are other times when stu-dents express more sensitive issues, which we discuss further in private. One example of this oc-curred when an ELL in third grade told me during our small talk ses-sion that one of the other students in the mainstream class made fun of his speech and called him “stupid.” Neither his classroom teacher nor I had noticed any tension between these two students. The fact that the ELL who mentioned this incident had always felt self-conscious about his ability to speak English prompt-ed my immediate arrangement of

a meeting with his teacher and the other student. Fortunately, we were able to resolve the situation, but it taught me to become more vigi-lant when working with ELLs in the mainstream classroom.

It is impressive to listen to a stu-dent retell a story or incident, but the most gratifying part is when he or she is able to connect it to a new concept. When studying the concept of cause and effect dur-ing a reading lesson, I sensed that only a few students understood this concept, while many did not. Suddenly, one student announced, “Do you remember when I told you the story about how I accidentally spilled water on the kitchen floor?” He proudly continued, “That was an example of cause and effect. The cause was when I spilled water on the floor. The effect was when my mom became angry.” His class-mates nodded their heads in agree-ment. It was as if a light bulb had been turned on! I could not have provided a better example of cause and effect!

As ELLs become more confident in speaking English, more of their per-sonalities emerge. During one of our small talk sessions, I asked a beginning ELL in the first grade, “Where does your brother go to school?” Without hesitation, she stated, “My brother go (sic) to Sleepy Hollow School. Zzzzzzzz. Sleepy School. I am soooo sleepy!” as she put her head on the desk and pretended to sleep. Prior to that comment, I had not seen that humorous side of her. I noticed how thrilled she was that she had made me laugh. I then de-cided to follow her quip with another “wh” question. I tapped her on the shoulder as her eyes snapped open and her head bobbed up from the table. “What does your brother like to do at school?” I asked.

She smiled and impishly replied, “He like (sic) to sleep.” How clever

this little girl was! I realized several things during our small talk ex-change. This student demonstrated that she understood the word “sleepy”, she connected that under-standing to a different context, and she found a way to make it humor-ous. None of these is easy to do, especially at the beginning of the language acquisition process. Later in the day, I had this student retell the joke to her teacher and some of her classmates. This small talk ses-sion was a pivotal moment for this student because she was clearly pleased to see that she could be funny in English.

I have noticed that ELLs have the capacity to dissect words in interest- ing ways, especially when these words are spoken. When native English speakers think about words, we tend to focus on the sum and not the parts. When a student was beginning ELL in second grade, I re-call his reading a passage out loud. After encountering the two-syllable word, “awesome”, he pronounced it as if were a three- syllable words, “a – we—some”. Prior to that day, I had never realized that the word “awesome” is comprised of three smaller words: “a”, “we” and “some”. That was a revelation for me. How awesome!

I am sure that many ESL teachers utilize small talk or some variant of it in their classrooms. It is not a novel concept, but I find that it is valuable during a limited amount of time. Conversations, which on the surface may appear superfluous, are in ac-tuality a gold mine of enriching and relevant information.

Joy Scantlebury is a graduate of Smith College. She received her M.A. in TESOL from Teachers College, Columbia University. Joy currently teaches ESL at Pocantico Hills Central School in Sleepy Hol-low, NY.

[email protected]

by Joy Scantlebury

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‘ ‘‘ ‘

Once a month, the Haggerty Eng- lish Language Program at SUNY New Paltz hosts an informal learn-ing luncheon known as Conversa-tion Table to encourage casual con-versation on a range of topics in an inviting environment. The program was established to help promote interaction and dialogue between international students (particularly ESL), faculty, and staff and Ameri-can students interested in inter- na-tional studies. Occasionally, com-munity volunteers attend as well.

A single conversation across the table with a wise person is worth a month’s study of books.

-Chinese proverb

Conversation Table is held at the Center for International Programs on a different weekday each month to ensure that students have the opportunity to attend at least once a semester. At the catered lunch, 20-25 guests meet for 45 minutes. Attendees are seated at a large rectangular table conducive to inter-action. Faculty, staff, and volunteers may lead discussions with students on topics such as food, cultural similarities and differences, religion and government. If a student seems lonely, the faculty is there to make introductions and initiate dialogue.

The program promotes Conver- sa-tion Table in a variety of ways. At the beginning of each semester, all new students receive an event handout. ESL teachers review it in class, answer questions, and promote at-tendance. One week prior to the lun-cheon, fliers are posted and e-mails sent out. Students can RSVP and comment on the event’s Facebook page. The day before the event, we remind students to attend. On the day of the luncheon, the event coor-dinator arrives early at the venue to

set up and greet guests. At the end of the meal, students are asked to help with cleanup.

After the gathering, photographs of the event are uploaded onto the ESL department Facebook page. Students post photos and com-ments. A student survey on Face-book following the luncheon helps with preparation for future events. A student journalist writes an article about Conversation Table for the ESL department newsletter, which is distributed to all ESL students as well as other departments on campus.

Conversation Table has become increasingly popular because of the opportunity it offers for socialization and discussion. Attendees leave having shared dialogue, laughter, smiles, and good food. ESL stu-dents also have a valuable lan-guage experience and new connec-tions with native speakers.

Sarah Elia is a lecturer in ESL at the Haggerty English Language Program at SUNY New Paltz. As the program’s event coordinator, she works to actively promote positive interactions between international students and American students. Elia has a B.A. from Bard College and an M.A. in TESOL from SUNY New Paltz.

[email protected]

Timed Conversations

IntroductionDuring Timed Conversations, learners primarily practice listen-ing/ speaking skills and a host of other conversational skills, including but not limited to: turn taking; the language of encouragement and praise; the language of expressing unfamiliarity with topics; compre-hension checking; and agreeing and disagreeing. Although generally referred to as Timed Conversa-tions, some specify the time limit in the title, for example: Four Minute

Conversations. Timed Conversa-tions are typically fluency-based and opportunities for learners to person-alize and converse about a topic, for a specified period of time.

For the instructor, Timed Conver- sations can function as: a warm-up activity to activate learners’ schema-ta, to focus learners on the lesson topic or to connect the previous and current lessons; a follow-up activ-ity to allow learners to expand on and personalize lesson content; a filler activity to purposefully utilize ‘extra time’ at the end of a lesson; a stress-reliever activity to infuse a sense of fun into a lesson; a review activity for content courses; and a speech-sampling activity to gauge learners’ conversational skills.

MaterialsIn order to conduct Timed Con- ver-sations you essentially need two things- a timer and topic cards. Conveniently, wrist watches, cell phones, iPads, computers, stop-watches, kitchen timers and class-room clocks can all function as timers.

Ideally, the topics reflected on the cards should complement your les-son topic. For example, if you were planning a lesson on ‘classic baked goods,’ each topic card could reflect the name of a classic baked good. Format topic cards on a computer, print in color and laminate them (if these are resources available to you and if you will add this activity to your repertoire). Of course, you can also prepare a slide show of ‘topic cards’ to display on a computer or iPad. Topic cards can be word-based (pie, quiche, tart); question-based (“How would you prepare icing?”); statement-based (“Tell me about your favorite baked childhood dessert.”); and picture-based (image of a six-tiered wedding cake).

PreparationConsider your learners’ profile, lesson topic and objectives when deciding if this is an appropriate

Conversation Tableby Sarah Elia

by Phillipa Arthur

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activity to do with your learners.1.Consider how much time you want to allot to the activity. Multiply the number of topic cards by the dura-tion of each conversation- 10 topic cards X 2 minutes per conversation = 20 minutes total.

2.Decide which version of the activ-ity you are going to do. You can choose to keep:

a.Conversation pairs static and have learners switch topic cards. With static pairs, learners get to ‘bond’ with one conver-sational partner over various topics while focusing on sharing their ideas and personalizing the topic.b.Topic cards static and have learners switch partners. With dynamic pairs, learners get to interact with diverse speakers while refining their ideas about one topic and polishing their delivery.c.Both topic cards and conver-sation pairs static while reducing the duration of the conversa-tions in set increments. This version lends itself to learners who are preparing for timed oral presentations and assessments, by allowing learners to refine their ideas about one topic and polish their timed delivery.d.Decide how you will pair off your learners and if pairs are going to sit in two rows or stand in two concentric circles facing their partners.

3.Decide what an odd-numbered learner would be responsible for- time keeper or ‘English only’ enforc-er. If you choose to have all learners participate (and have them change partners instead of topic cards), an extra chair can allow the odd-num-bered learner to ‘rest’ for one turn. Of course, you can always choose to participate in the activity with your learners.4.Plan to model activity and deliver clear instructions specific to the version of Timed Conversations you

are going to do.5.Plan what you will observe while monitoring learners during the activ-ity. This will consequently direct the feedback you will give learners.6.Plan the questions you will use to elicit feedback from learners after the activity about their performance during activity.

ProcedureUse teacher talk appropriate to the proficiency level of your learners to deliver clear instructions and to con- firm your learners’ comprehension of your instructions.

1.Deliver global instructions to your learners which include: the activity title, sequencing/format, purpose and duration, and, if necessary, responsibility of odd-numbered learner or use of ‘rest’ chair.2.Pair off learners and arrange pairs so that they are either seated in two rows or standing in two concentric circles facing their partners.3.Model activity for class and dem-onstrate how:

a.you will start the activity by saying “begin”b.pairs will take turns to con-verse about the topic indicated on the topic card for X minutesc.pairs will converse only in Englishd.every X minutes, a time keep-er will say “switch” indicating that pairs need to switch topic cards by passing them to the pair to the right (or to the left)e.you will end activity by saying “the end.”

4.Model that learners can remind their partner to stay on-task by sim-ply pointing to the topic card5.Model some of the conversational language you expect learners to use- the language of urging and praise; of agreeing and disagreeing and so on.6.Begin activity and cycle through the number of topics you have

planned. Circulate and monitor learners throughout activity.

Follow-upElicit feedback from learners about their performance. Give learners feedback based on how success-fully they completed the activity. Remember, this is a fluency-based activity. However, if you modify it to include specific verbal strategies or a focus on form, you could docu-ment the inaccuracies of your learn-ers’ English as you circulate, and do a whole-class correction on the whiteboard following the activity.

1.Elicit specific feedback from learn-ers about how they felt about having to:

a.sustain a conversation in Eng-lish for X minutes at a timeb.switch topics every X minutesc.include conversational lan-guaged.have a classmate time them or sit in the ‘rest’ chaire.Stand or sit during activity; pass along topic cards; change partners

2.Give learners specific feedback about:

a.how well they sustained theirconversations in English for X minutes at a timeb.how well they stayed on task c.their use of conversationallanguaged.how efficiently they followed instructions

3.Promise to do variations of activity throughout the semester.

These fluency-based activities may generate future conversations in your classroom, providing rich op-portunities for students to interact and practice English-speaking skills. Phillipa Arthur has taught ESL/EFL in the United States, China and Korea. She is currently a Language Lecturer at Yeungnam University in South Korea.

[email protected]

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English Now! A/B Intervention is ideal for short term intervention. The English Now! kit includes everything the teacher needs to implement a complete intervention program, including pretest and posttest, vocabulary picture files, student books, a big book (or overhead transparencies), wordless story books, color storybooks, games, a teacher’s guide, and posters.

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ELLs respond well to lessons in the form of conversations as an-other way to incorporate some of the same strategies and scaffolds used for writing. As an example, I often give students a prompt of 5-10 words. For all grades I have used “My greatest surprise.” Fourth grad-ers write about justice.

The students use the prompt as a starter and begin writing, eventu-ally producing a well-developed paragraph. These same prompts can be used to maintain intelligent discourse among students.

The difference with making conver-sations the major goal in a lesson is that the discussion will not be based on previous reading and/or writing, but strictly on the present conver-sation. Self-expression, thoughts, ideas, and opinions will begin and end with clarification through conversation only. Making this an integral part of lessons will address the challenges faced by our ELL population in verbal communica-tion, and can enhance the student’s listening and speaking skills.

Another value with conversations as a major focus is that the vocabu-lary challenges faced by many of our ELLs will be considered. Our students may have divided lan-guage skills. They are comfortable with a specific lexicon from the home language, but use a different second language lexicon. A stronger emphasis on classroom conversa-tions will allow for a balance and exchange of word comprehension of similar vocabulary in both languag-es. Conversations will be a major theme in my ESL classrooms this school year in support of enhancing my students’ oral language skills.

Further Reading » Beck, I., McKeown, M., & Kucan,

L. (2002). Bringing words to life: Ro- bust vocabulary instruction. New York: Guilford.

» Gordon, T. (2007). Teaching young children a second language. West- port, CT: Praeger.

Yanick Chery-Frederic is an el-ementary school ESL teacher for grades 2-4 in Central Islip, as well as an adjunct professor of ESL at Suffolk County Community College. She has also taught a Methods un-dergraduate course in TESOL at St. Joseph’s College in Patchogue.

[email protected]

Explicit Communication

The manner in which language and writing are understood and mis-understood promotes success or failure. Understanding what is said is the key to communicative compe-tence.

Explicit communication is dialogue that is clear, sure, and restated when necessary. Crawford (1993) states that the processes of literacy and language learning require learn-ers to be immersed in meaningful, relevant, and functional situations. In this way, students can learn to handle themselves in various situa-tions.

Let’s begin with a kindergartener meeting an instructor for the first time. If the child is asked to describe something, perhaps drawing it is a much better way of communicat-ing what happened. Description may not simply be done by talking. The explicit communication would require that the teacher talk and demonstrate so that this student knows what to do.

Middle school students who do not speak English can benefit from explicit communication as well. Classmates might offer to translate for this student, but that means that every utterance requires assistance. When I write the aim and other particulars on the board (I verbally explain to the rest of the class), I open a newcomer’s notebook and

write a few of the words from the board in his or her notebook, giving the student explicit communication for instruction by demonstration. The student copies what is on the board. Then I say “Copy.” From that time on, this student knows what the word “copy” means and can copy.

Explicit communication with par-ents is one of the most important types of communication. After all, the parent(s) or caretaker is the first teacher and the one who can do the most to facilitate a student’s academic success. In parent meet-ings, I combine simple words with academic language and have the requisite bilingual dictionaries. By explaining and demonstrating slowly and carefully, explicit communica-tion and a good dialogue can be created.

When one speaks with humility and caring, the communication is ex-plicit. Explicit communication is the key to all forms of dialogue; if one method does not work, just keep on trying.

References » Crawford, L. W. (1993). Language

and literacy learning in multicultural classrooms. Needham Heights, MA: Allyn and Bacon.

Ellen Terry Vandrew-Wald was born in the Bronx into a multicultural, rel gious background. Barry Wald, her husband, encouraged her to be-come a teacher. She got her B.A. from Marymount Manhattan College in 1999 and M.A. in TESOL from Hunter College in 2004. She is a NYC public school K-12 teacher, and also an adjunct.

[email protected]

Let’s Talk about It!by Yanick Chery-Frederic

by Ellen Terry Vandrew-Wald

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Idiom is a quarterly publication for members of NYS TESOL. The editors welcome articles as well as reactions to articles. All copy (maxi-mum 1000 words, typed, double-spaced, with word count provided) should follow APA guidelines and be submitted via e-mail (MS Word). Please include your name and ad-dress (including telephone number and e-mail address), as well as a brief (3-4 sentences) biographi-cal statement. Please visit idiom.nystesol.org for links regarding APA guidelines and to view a sample article.

Idiom’s editorial goals are to be accurate, to maintain the writer’s message, content, and style, and to fit the work in the space allotted.Idiom reserves the right to edit all manuscripts for clarity, brevity, and

SIG LeadersSIG CoordinatorLaura Van Tassell <[email protected]>Assistant SIG CoordinatorJennifer Scully <[email protected]>Applied LinguisticsAndrew Miller Lindsay Wells<[email protected]>Teacher Education Co-ChairsSoonhyang Kim Joanna Labov<[email protected]>ESL in Bilingual Education Co-ChairLydia Gutierrez <[email protected]>

ESL in Elementary Education Co-ChairsSusan GoldsteinDiane Howitt<[email protected]>

ESL in Secondary EducationLan Ngo <[email protected]>ESL in Higher Education Co-ChairsDafna Ben Anath Lisa Kraft <[email protected]>ESL in Special Education Co-ChairPatty Barry <[email protected]>ESL in Adult EducationTamara Kirson <[email protected]>Teaching English Internation-ally Co-Chairs Claudette Oliveras Melissa Duquette<[email protected]>

Regions LeadersRegions CoordinatorTina Villalobos <[email protected]>

style; the editors will consult with contributors on substantive revi-sions. Articles from Idiom may be reprinted with proper acknowledg-ment of the source.EditorCara Tuzzolino Werben LINCC-Nassau Community College One Education Dr. Garden City, NY 11530 (516) 573-0165 E-mail: [email protected] ConsultantCeil GoldmanPrinting and MailingThe Coughlin Printing Group, WatertownColumn EditorsBook ReviewNanette Dougherty Email: [email protected] NotesElisabeth Gareis 257 Crest Drive

Assistant Regions CoordinatorLynn Ellingwood <[email protected]>BuffaloElena Dokshansky-Zelfond <[email protected]>Capital Region Co-ChairsLiz Allen Roma Kumar <[email protected]>Hudson Valley Co-ChairsKatie Werner Rebecca Horwitz <[email protected] IslandVicky Giouroukakis<[email protected]>New York City Co-ChairsJoe Tillman Elaine Roberts<[email protected]>Rochester/Syracuse Co-ChairsGloria Dancause Elaine Ferlicca <[email protected]>

Tarrytown, NY 10591 Tel.: (914) 524-7915 E-mail: [email protected] PracticesAnn C. Wintergerst Dept. of Languages and Literatures St. John’s University Queens, NY 11439 E-mail: [email protected]

Upcoming Idiom ThemesAnnual ConferencePlease submit articles based on presentations at the NYS TESOL conference (Oct. 28-29, 2011) “En-hancing English Learning: Connecting Communities Through Collaboration” at Melville MarriottSubmission Deadline: December 1

TBDDeadlines and themes for 2012 will be published in the Winter 2011 is-sue of Idiom.

Editorial Notes

NYS TESOL Special Interest Groups (SIGs) and Regions Leadership Directory

2010-2011

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Member Info

New York State Teachers of English to Speakers of Other LanguagesMembership Form (effective 9/1/2011)

First Name Last Name Renewal/ New Member

Street Address Apt. No. City/ State Zip Code

Preffered Phone E-mail Region

Position Organization

Please select your top 2 priorities from the interest groups listed below by marking a “1” and a “2” next to your top choices.

A ESL in Adult Education

B ESL in Bilingual Education

E ESL in Elementary Education

S ESL in Secondary Education

H ESL in Higher Education

SE ESL in Special Education

TE ESL Teacher Education

L Applied LinguisticsT Teaching English Internationally

NYS TESOL Teacher’s College, Box 185 525 W. 120th Street, Z-316 New York, NY 10027 Office Use Only: Check Number: ________ Date: ___________ New Expiration Date: ___________

Check enclosed (make payable to NYS TESOL) VISA MasterCard Discover

Credit Card Number Expiration Date Cardholder’s Signature

Individual Member: $40.00/yr. $70.00/2 yrs.Discounted Memberships: Proof of Eligibility Reqd.Documentation requires completion of the Eligibility Webform and written confirmation as described below.Part-time / Adjunct: $35.00/yr. $60.00/2 yrs. Documentation: A letter on your employer’s letterhead confirming that you do not have full-time employment.Aide/TA/Para (Please circle your category): $20/year Documentation: A letter on your employer’s letterhead confirming your position in the organization.Retiree: $20/year (Documentation may vary. Please access Eligibility Webform to begin process.)Full-time Student (3-year limit): $20/year Documentation: Proof of full-time status in a degree-granting pro-gram (transcript w/ min. 12 credits per semester or letter of confirmation from Registrar).

Please submit your documentation within 30 days. Access Eligibility Webform at: http://www.nystesol.org/membership/application-form.html. If you are unable to provide the required documents, you have the option to pay the balance to subscribe as an Indi-vidual Member.

Membership

Payment Info

Special Interest Groups (SIGs)

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Check out the new Members Only website!We’re very excited to announce the launch of the new Members Only website for NYS TESOL. We are just gear-ing up, but hope this will become a major resource and networking site for our members.

Current members were sent an email alert in early September containing their username and password. Of course, your email system may have filtered our message into a spam folder — if you are a current member and did not receive a notice with your login information, please contact us at [email protected].

With annual conference registration already under way, please act quickly to login and verify your profile data and networking preferences.

Your PRIVACYThis site is viewable only by active members. And, because this is new, we have also blocked your contact infor-mation from members. So, unlike Facebook, where you decide what to set as ‘private,’ we’ve already done this. The only information visible to other members is: your Name, Member Type, Region and SIG preferences. You can privatize these, too, if you wish, by updating your profile.

However, for those of you who want to network with other members, there are 2 optional fields – an “email to share” and a “website/blog address” both set up as viewable by all members. And you can upload a photo. You control the privacy settings for these fields and can edit them at any time.

What’s Next?We’d like you to tell us! Please look around the site, update your profile, join a discussion board, and send us ideas for additions and improvements.

Discounted Membership UpdateNYS TESOL is committed to providing members with the most up-to-date resources, news and educational tools. To enable access by all members of our field, NYS TESOL offers discounted memberships. Recently, we revised the documentation policy for discounts to align with other non-profit organizations as well as to create greater con-sistency and transparency.

Please check the new requirements when you prepare to renew. For questions regarding membership status and discounts, please contact us at [email protected].

What’s There » Your profile page » Membership renewa » Discounted event registration » Members Only online publication,

Dialogue » Discussionboards

Coming Soon » Networkingoptions » SIG/RegionE-lists » Job Coach/Career Mentoring » Service opportunities and awards

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NYS TESOL Box 185 Teachers College Columbia University 525 W. 120th Street New York, NY 10027

RETURN SERVICE REQUESTED

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PAID Watertown, NY 13601

Permit #108

Upcoming Idiom ThemesThe theme of the Winter 2011-12 issue of Idiom is “Annual Conference.” The deadline is December 1. Interested in writing for Idiom? Review article submission guidelines at http://idiom.nystesol.org/guidelines.html

Saturday, February 11, 2012Teachers College, Colombia University

525 W. 120th Street, New York, NYPresentations throughout the day

Poster SessionsPublisher Exhibitions

Call for Proposals & Registration Information Coming SoonOrganized by

NYS TESOL Applied Linguistics SIG & Teachers College, Columbia UniversityContact us at: [email protected]

APPLIED LINGUISTICS WINTER CONFERENCEConnections TESOL and Applied

Linguistics in a Global Context

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