ARTESOL Newsletter - Spring 2004

Argentina TESOL E-newsletter. Volume 15 N°28 Spring (September 2004)

Argentina TESOL

E-newsletter Personería Jurídica IGJ 464.

Vol. 15 Nº 28

Published since 1988

SPRING 2004

XVIII ARTESOL CONVENTION Expanding our Professional Role

Dear ARTESOLERS,

Facultad de Filosofía y Letras, Universidad de Buenos Aires Ciudad de Buenos Aires, ARGENTINA Friday, July 16 - Saturday, July 17, 2004

Artesol´s first newsletter came out in 1988.

Times change and so does our newsletter. This is our second electronic issue. We hope we can provide our readers with the same quality publication we have had over the years. We invite all Artesol members to share our newsletter with other colleagues and participate by sending contributions for our next issue.

ARTESOL wants to thank lecturers, concurrent session presenters, publishers and book stores, Coro Aguas Argentinas, the Cultural Section of the United States of America Embassy in Buenos Aires, ICANA, the University of Buenos Aires, Artesolers and attendees for their participation and cooperation .

The current issue was possible thanks to the cooperation and contribution of: Mabel Gallo, Liliana Orsi, Patricia Orsi, Elena Diez, Ana Maria Rocca; Beatriz Solina Norma Scagnoli, Marta Gracia Lorea, Mike Cronan.

CONTENTS Page 1

-ARTESOL ANNUAL CONVENTION Plenary sessions –Abstracts Page 2

-ARTESOL ANNUAL CONVENTION

Effective Teaching with the Daily Newspaper Page 3

Two languages in one child's brain - When is bilingual language learning best?

Grace Low PLENARY SESSIONS Grace Low: Letting Your Precepts Guide Your Teaching Grace Low: Basing Writing Rubrics on Actual Student Writing Grace Low: Leadership Development for ESOL Professionals, Part 1 and Part 2 Mabel Gallo: TESOL Matters Lia D. Kamhi-Stein: Enhancing language through Web Quests

Page 4 and 5

“Eight ways of becoming a smart teacher” MI Theory Page 6

Language Acquisition Awareness Page 7 and 8 Selection and clustering of key words for argumentative, academic text comprehension in L2

Plenary sessions –Abstracts Grace Low, “Letting Your Precepts Drive Your Teaching” What drives the courses that we teach?

Page 9 and 10

AAnnnnoouunncceemmeennttss - Tesol Matters professional world.

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Decision on ho

Our teaching can be transformed if we base it on the precepts that we really believe rather than simply working through the textbook. The presenter will give examples of such precepts and explain how they can be applied to any course.

Grace Low, “Leadership Development for ESOL Professionals, Part one: Discovering the Leader in You” Is it true that there is a hidden leader in everyone? How can you tap into your own unique qualities and discover your potential for leadership? The presenter will discuss principles of effective leadership, models of leadership, and applications that all participants can find useful and satisfying.

Grace Low, “Leadership Development for ESOL Professionals, Part two: The Busy Leader” Many of us would like to contribute more to our workplace and our profession, but we feel we just don’t have the time.

How can busy leaders manage our time, build teams, and bring out the best in others? This presentation will offer guidelines, models, and applications that everyone can use.

Artesolers at the UBA We want to congratulate ARTESOL 2004 Concurrent Session Presenters:

Grace Low, “ Basing Writing Rubrics on Actual Student Writing” A writing placement rubric is most effective if based on features that appear in actual student work rather than on a teacher’s intuitions of such features. Creating such a rubric is a satisfying and sometimes surprising project. The distinctions along the continuum in given categories (development, vocabulary, grammar, general comprehensibility) sometimes run counter to intuition.

Leon Zuna, ABS International; Stella Maris Palavecino, English House Language School; Elba Villanueva de Debat, Universidad Nac de Cordoba; Alicia Artusi, Colegio Del Centenario- Colegio Del Sol; Monica Reggini, ICANA Buenos Aires; Patricia Sala (Karina Medaglia) Pearson Longman; María Susana González, Facultad de Filosofía y Letras, UBA; Lucia Dumont de Giusto Barbeito, María Celina Cieri, Lidia Mabel Cardinali Renata Fabiana, UNRC; Selva Beltramone, Raquel Ramos,Facultad de Ingeniería UN La Pampa; Betty E. Wolff, Bewnetwork; Ana Longhini, Celina, Barbeito, U N de Rio Cuarto; Patricia Lauría de Gentile, Facultad de Lenguas, Universidad Nac de Cordoba; Silvana Riccio de Bottino, Melina Barbero de Amado, Cora Hermida, Juan Ignacio Palacio, Facultad de Ciencias Sociales. UNCPBA; Fanny Beatriz Ortega, Universidad del Acocagua, Colegio Los Olivos; Debora Ncamulis Klebs, Instituto Nacional del Profesorado Joaquin V Gonzalez; Gloria Ángela Ginebra, Universidad del Aconcagua; Susana Tuero, Universidad Nacional de Mar del; Omar Villarreal, Universidad Plata; Carlos Javier Galizzi, Independent Teacher Tecnológica Naciona; Soledad Pampillo, Cecilia Antuña, Laboratorio de Idiomas Fac.Filosofía y Letras UBA; Eduardo Fasano, Gabriel Lanzaro, URUTESOL; Marta Graciela García Lorea.

Lia D. Kamhi-Stein, “ Enhancing language through Web Quests” WebQuests, Web-based lessons involving inquiry-based activities that allow students to interact with information available on the Internet (Dodge, 1997), can greatly enhance the language (academic and conversational), Internet, content, and critical thinking skills of English-as-a-foreign language (EFL) learners (Kamhi-Stein, Han, Lee, Matsuda, Suchin, Wyman, & Crandall, 2004).

Mabel Gallo: TESOL Matters The objective of this presentation is to help affiliate leaders keep abreast of current developments in TESOL. The focus will be on the steps being taken to make TESOL a global association such as membership incentives granted to countries with a low GNP. At the end of the presentation three one-year memberships to TESOL will be raffled among ARTESOL members who have never been TESOL members.

ICANA and Argentina TESOL were pleased to hold an joint event on Tuesday, August 31 2004: Artesol wishes to express special thanks to the Buenos Aires Herald and the Embassy of the United States of America, Cultural Section.

EFFECTIVE TEACHING WITH THE DAILY NEWSPAPER SPEAKER: Robie Scott

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WORKSHOP ABSTRACT This workshop is designed to provide English as a Second/Foreign Language educators with the skills necessary to apply and integrate the newspaper into their daily lessons and expose students to the world outside the classroom. Newspapers are highly motivational and relevant to learners of all ages.

Students using newspapers in their classrooms develop the ability to identify and deal with real life situations while becoming involved with the world around them. Most importantly, the daily newspaper can be used as a main resource or text to teach classroom objectives in most subject areas and grade levels.

There will be hands-on activities infused with teacher tips, lesson ideas and outline materials

Two languages in one child's brain When is bilingual language learning best?

Mike Cronan (Submitted by Norma Scagnoli) HANOVER, N.H. - A Dartmouth research team has determined that bilingual children exposed to two languages early in life are not language delayed, nor are they language confused, which fuels the scientific and political debate when to introduce children to a second language.

Laura-Ann Petitto, Professor in Dartmouth's Department of Psychological and Brain Sciences and Department of Education, and Dartmouth graduate student Ioulia Kovelman, report their findings at the Society for Neuroscience's annual meeting, November 2-7, in Orlando, Fla. "We found that if children are exposed to two languages from a very early age," says Petitto, "they will essentially grow as if there were two monolinguals housed in one brain, and this will occur without any of the dreaded 'language contamination' often attributed to early bilingual exposure."

This finding coincides with the November 5th election where continuing or abolishing bilingual education is a ballot question in Mass.

"Some experts say that a second language shouldn't be introduced until a child has a firm grasp of a primary language," says Petitto.

"Often people think that later bilingual exposure is safer, but we found that early bilingual exposure is better."

The researchers studied 15 bilingual children exposed to two languages from varying ages.

Each age group of young bilinguals was at a different stage in child brain development, including bilingual babies exposed to two languages from birth (group 1), babies exposed to one language from birth with intensive bilingual exposure beginning within ages 2-3 years (group 2), babies exposed to one language from birth with intensive bilingual exposure beginning within ages 4-6 years (group 3), and babies exposed to one language from birth with intensive bilingual exposure beginning within ages 7-9 years (group 4).

"By matching the time of bilingual language exposure to key maturational stages of brain development," says Petitto, "we anchor our findings in the biology of the way the brain grows."

Four cross-linguistic populations of children were studied, including Spanish and French, and

Training objectives included: •

Familiarizing EFL teachers with the knowledge necessary to reach classroom objectives using The Buenos Aires Herald as a companion or alternative to the text book.

•

Introducing teachers to newspapers as a tool for citizenship and continuing education.

•

Providing teachers with a new perspective of newspapers as an integral training tool that is effective, interesting and motivating for students.

_______________________________________

English, Russian and French, and Sign Language and French. The researchers then intentionally studied young children who were receiving their dual language exposure across the three contexts that are most typical of a child's exposure to a new language: some of the children were exposed to two languages in their homes; some received intensive exposure to a new language when they moved into a new language community; and some children spoke one language at home and were then exposed to another language in an instructional classroom setting only.

"We wanted to study how all of the children's basic knowledge of their two languages developed over time and, thus, in our attempt to be as comprehensive as possible, we examined children across multiple languages, ages and contexts," explains Petitto.

The findings also indicate that late exposure to a second language coupled with restricted input, which is common in instructional classroom settings, may never allow a child full mastery in that language. However, a child's two languages 3

stroke and accident victims, prodigies, autistic individuals, idiot savants, and people from diverse cultures. He posits intelligence is centered in many different areas of the brain, which are interconnected, rely upon one another, can work independently if needed, and can be developed with the right environmental conditions.

can and will flourish, even if exposure comes at a relatively late age if they have extensive exposure to both languages.

The Petitto team is now studying whether bilingual children read better when they are exposed earlier in childhood to their two languages rather than later _______________________ Mike Cronan, P.E., Director Research Development & Grant Writing http://teesprojects.tamu.edu Texas Engineering Experiment Station Texas A&M University System 310 Wisenbaker Engineering Research Center (WERC), MS 3126 College Station, Texas 77843-3126 979.845.7274; fax 979.862.1185 ===================================

Gardner first proposed that we have at least seven intelligences, each related to a specific area of the brain. Then he added an eighth intelligence and is currently researching other possible intelligences such as the existentialist intelligence.

His definition of intelligence comprises not only the ability to create an effective product or offer a service valuable in one’s culture but also the skills that enable us to make things and solve problems encountered in life.

We, as educators, can enhance our teaching practice by personalizing education i.e. cultivating our students’ capabilities and talents.

“Eight ways of becoming a smart teacher” MI Theory Marta Graciela García Lorea

The Multiple Intelligences “It is not enough to have a good mind. The main thing is to use it well”.

René Descartes, Discourse on Method

All of our students have all of the intelligences.

We should know how to provide multiple activities so as to “cater” for all of them.

Have you ever wondered what it is that makes us consider a person “intelligent”? Are you intelligent? Are your students intelligent? The MI theory demonstrated that we can be smart in many different ways. All of us excel in at least one of our intelligences.

Verbal Linguistic Intelligence consists of the ability to produce language to express and appreciate complex meanings. Students learn best through reading, hearing and seeing words, speaking, writing discussing and debating. They have good memories for names, places and dates.

Intelligence was traditionally measured by wellknown intelligence tests. In 1905 the French government wanted to secure their investment in education and asked Alfred Binet and Theodore Simon to create a test that would assess which students would most likely succeed and which would fail in the school system. In the 30´s Lewis Terman revised the original test and it was renamed the Stanford- Binet Intelligence Test.

Students´ academic opportunities depended on their passing this test that only assessed their verbal linguistic and logical mathematic intelligences.

Math- Logic Intelligence relates to the ability to reason deductively and inductively. Students are good at problem- solving and asking questions in a logical manner. They learn best through working with patterns and relationships, classifying and categorizing.

Spatial Intelligence refers to the capacity to create visual –spatial representations of the world and to transfer them mentally or concretely.

Students do well with maps, charts, diagrams and like mazes and puzzles. They are good at drawing, designing, imaging things and, visualization.

Musical Intelligence, the earliest form of intelligence, encompasses sensitivity to pitch, melody, rhythm, and tone. People with this type

Dr Gardner, Co- Director of Project Zero and Professor of Education at Harvard University, derived the MI theory from extensive brain research.. He studied the cognitive profile of 4

of intelligence like to sing, hum, play an instrument and listen to music. They learn best through rhythm, melody, singing, listening to music and melody.

Let’s reflect on our class environment. Is it smart? Are there enough opportunities for students to interact with each other, in pairs, small groups or as a whole class? Do we help them become aware of their strong intelligences and the possible ways to strengthen their weak intelligences? Are resources available in the form of books, magazines, other publications, bulletin boards, artwork, posters, computers, databases and networks? Do we allot time for reflection and personal assessment? Are we aware of our strong/weak intelligences and how they influence our practice?

Bodily Kinesthetic Intelligence involves the ability to use the body to manipulate objects, convey ideas and emotions, make things.

Students strong in this intelligence are good at physical activities, hand- eye coordination and have a tendency to move around, touch things and gesture. They are good at processing knowledge through bodily sensations.

Learning should engage students both intellectually and physically. They must become active learners, encouraged to apply their previous knowledge and to experience new and increasingly more challenging situations.

Interpersonal Intelligence refers to the capacity to understand and interact with others, recognizing their motivations, intentions and goals. Students who are strong in this intelligence blossom in cooperative work, have strong leadership skills, are good at negotiating, mediating and communicating. They learn best through sharing, comparing, relating, interviewing and cooperating.

It is necessary to remember that not all intelligences can be integrated in all lessons regularly. They may be used when there is a natural and easy integration into what is being taught.

Intrapersonal Intelligence entails the ability to understand one’s own emotions, goals, and intentions and to plan and direct one’s life upon this knowledge. Students learn best through working alone, doing self-paced projects, and reflecting.

Although in most of our schools well equipped learning centers cannot be implemented, we, resourceful and creative Argentine teachers, can provide our students with opportunities to enhance their potentials in a warm and stimulating environment

Naturalist Intelligence involves the capacity to recognize flora and fauna; to make distinctions in the natural world; to understand life cycles in nature and how nature interacts with civilization.

Students who are strong in this type of intelligence learn best through working in nature, exploring living things and natural events.

Bibliography at your request: martagl@arnet.com.ar

Existential Intelligence.

Currently being researched, it entails the ability to ponder the nature of existence. It is seen in those people who can deeply analyze and think about things we cannot see and questions that do not have a clear answer.

Each intelligence seems to have its own developmental sequence. It is vital for us, teachers, to realize that we can create our own “smart environments” in which to live and learn.

Language Acquisition Awareness 5

Patricia Orsi A lot has been said, and is still being discussed and researched, on the captivating development of language learning into acquisition.

The following reflection is being made from the classroom perspective with the sole purpose of sharing with colleagues those questions that often arise for the alert teacher who is truly involved in his/her students’ learning. It is by asking questions and trying to find answers that we learn and acquire knowledge.

Where and when does learning take place? … only in the classroom? …Of course not…

But . . .Where and when does acquisition take place? … Can we spot that magic moment when learning turns into acquisition? … Is there such a moment? … What are the ingredients of this magic formula, of this complex recipe?

There are so many things to consider that teaching a foreign language -- when done with responsibility -is no piece of cake. I see learning as an elaborate process that, just like a recipe, mixes the ingredients to obtain an end product. Is acquisition the end product of learning? For some, the final result might be a cake; for others, a salad; maybe for a few it will be an exotic dish or a sophisticated meal.

It is also being said that teachers should share the secrets of language learning for it will help their students. I think the teacher’s job goes beyond teaching content, or grammar; the teacher’s job is to develop acquisition awareness as well. Do we do that?

Many students feel frustrated because they focus on learning. Teachers should help them see what has already been acquired to raise self-esteem. Teachers play a relevant role in creating awareness and should help students value this end product or result. Successful learning leads to acquisition. Teachers can make the difference.

FOCUS

LEARNING

AIM

ACQUISITION

“Language awareness work is integral to successful (ESP) learning”. (Dudley Evans- St John, 1998) The deep-end strategy seems to be an appropriate methodological approach to foster language acquisition awareness for ESP students.

PPP (Present-practice-perform).

For beginners to intermediate Decisions are made a priori by the material’s writer Students do not share writer's background

vs

THE DEEP-END STRATEGY

* Intermediate and plus students * Decision on how to approach the task is made by the student * Performance at its starting point * Learners use L2 competence discovering where it is adequate and where it fails them. * Background knowledge plays a key role Teacher sets task (Ex. Make a presentation on certain topic), allows preparation time, and students perform reflecting their own personal and professional world.

Bibliography: Evans, Dudley, Developments in ESP, Cambridge University Press pp.19, St John, 1998

Patricia Orsi – Rainbow Idiomas rainbow@rainbowidiomas.com.ar

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Selection and clustering of key words for argumentative, academic text comprehension in L2 Ana María Rocca – María Claudia Albini

Based on a scientific analysis of the reading process, it has been stated that “comprehension, at some level, is always the end product of any act of reading”, and “during the reading, the reader is engaged in comprehending - that is, in trying to make sense of the text” ( Kenneth Goodman).

A reader′s ability to reconstruct a text at recall highly depends on what Rosenblatt calls “the self-revising impulse”, which occurs during the comprehending process, and guides the reader to a selection activity. In reading, information is always sought, and readers direct their eyes where to look and what to look for. In so doing, they select that information that will be more productive and useful (Kenneth Goodman).

Therefore, the reader′s attention will be especially focused on what we will call key words - words with the deepest potential meaning in a text. When these key words, which are always semantically related, are synthesized and organized, meaning can be easily constructed from a text.

This word selection plays a significant role in L2 reading comprehension. Evidence has always shown that it is extremely hard to engage students in argumentative, academic reading comprehension in L2.

However, if in every act of reading this choosing word activity (James. L.M. Rosenblatt 1994) is performed during an anticipation section - that is, that section in which inference and prediction strategies interact anticipating what is coming -, the transaction between the reader and the text will be facilitated.

The present study shows a picture of how key word clustering into semantic related groups helps readers organize the main idea of argumentative, academic texts in L2 reading comprehension. In carrying out our project two specific objectives became apparent to us, first, to relate an anticipation task - clustering of selected key words - to main idea internalization, and second, to facilitate the construction of meaning through key words selection training in L2 reading.

Therefore, in response to these challenges we developed an experiment at Universidad de Buenos Aires, Facultad de Filosofía y Letras with twenty randomly selected students enrolled in the third level of the reading comprehension course.

EXPERIMENT

Design and materials The experiment required three texts from the booklet (Hirschmann, Sue A.S., Textos y Ejercicios de Inglés, Cuadernillo General, Nivel Superior) especially prepared for the reading comprehension course at the School of Philosophy and Letters. They were academic argumentative texts which focused on substantially different topics. Some of the activities, already prepared for each text, were rewritten to direct the student's attention towards key word selection.

The first text was approximately a hundred and twenty five words long and it was on arts. The second text was three hundred and twenty three words long, and it referred to philosophy. And, the third text was three hundred and forty words long, and it was on history. Therefore, the first text was the shortest, and as for the last two ones, they were closely equated for overall length.

Procedure The material was administered at three different moments of two hours each during the semester. The first text was analyzed at the beginning of the semester, the second text two months later, and the third text during the fourth month of classes.

Students were instructed to perform the administered activities in three different steps - anticipation, reading in detail, and writing the main idea. Although not identical, the activities for the anticipation section in the three texts did not differ in essence. However, for the first text we asked students to choose 7

two key words per paragraph. Then, after two months of key word selection training, students were asked to perform the same activity for the last two texts, but this time selecting a total of ten key words from each of them. In addition, for the three texts students were required to cluster the selected words into semantically related groups, labeling each group with a title. Our hypothesis was that if this task was properly done, these titles would indicate the concepts the author was developing throughout the text.

Consequently, those titles- concepts - would also help students organize the main idea.

Data Analysis During the ongoing analysis, we decided to code the data into five specific questions that were felt potentially significant. The first four questions were related to key word selection, key word clustering into groups, abstraction indicated by clustering, and key word inclusion in the main idea. The last question focused on the quality of main idea organization.

Questions Did the students make a good key word selection?

Does the title given to each group indicate abstraction ?

Does the main idea reflect key word selection ?

Were the titles given to each group - concepts - included in the main idea ?

Was the main idea general ? partial ? complete? decoy ? incorrect ?

Data collection took place at the end of the semester. Research question one reported that between 30% and 50% of the students made a very good key word selection in the three texts. Results proved that their main ideas indicated high abstraction of the main concepts developed in the texts. Most of these concepts corresponded to the titles provided to each key word group during the anticipation phase. For text three, however, the indication of abstraction reported to be the best, since the scoring moved from good to excellent.

Research question five reported that for the first text, 40% main ideas were complete, 15% were partial, 30% very general, and 15% were decoy ideas. For the second text, 60% students were able to express complete main ideas, while 10% included just some concepts, 20% produced a general idea and 10% a decoy idea. Regarding text three, there were 80% complete main ideas, 10% partial ideas, 10% general ideas, and just 5% decoy ideas. There were no incorrect main ideas in any of the analyzed texts.

Accordingly, we think that these significant results suggest that key word selection training during the anticipation phase when reading in L2, allows students to develop the ability to organize those concepts elicited from key word clustering in complete main ideas.

As further evidence, some comments made by the students revealed that they used this strategy not only in L2 reading but also in other areas in L1 reading.

Bibliography BERNHARDT, Elizabeth. Reading Development in a Second Language. Chapter 6: “Classroom factors in Second Language Reading Comprehension: How is Comprehension taught and Learned?”, Norwood, N.J. Ablex Publishing Co., l99l CARRELL, Patricia L., “Awareness of Text Structure: Effects on Recall”. Language Learning. 42:1, pp1-20, l994 CHAMBLISS, Marilyn J. “Text cues and strategies successful readers use to construct the gist of lengthy written arguments”. Reading Research Quarterly 30:4, pp 217-228 GOODMAN, K., (1994) “Reading, Writing, and Written Texts: A Transactional Sociopsycholinguistic View”, Ruddell, R.B., Ruddell, M.R., Singer, H. (comps.) Theoretical Models and Processes of Reading. Newark, DL: IRA. KODA, Keiko, Department of Modern Languages, Carnegie Mellon University, “L2 Word Recognition Research ; A Critical Review”, The Modern language Journal, 80,iv (1996).

LORCH, Robert F. Jr., and LORCH Elizabeth Pugzles, University of Kentucky,“Effects of organizational Signals on Free recall of expository text” Journal of Educational Psychology, 1996.

ROSENBLATT, Louise M. “The Transactional Theory of Reading and Writing” in RUDDELL, Robert B. et al. The Theoretical Models and Processes of Reading. Newark, DL: IRA, l994 Ana María Rocca: anamariarocca@arnet.com.ar María Claudia Albini: losgold@alternativagratis.com.ar

ANNOUNCEMENTS 8

Affiliate News

Enjoy the benefits of a prestigious professional association. Encourage your colleagues to become an ARTESOL member.

SSoouutthheerrnn CCoonnee

ARTESOL Call for Participation

The 2005 Tesol Southern Cone Convention will be held in Asunción, Paraguay on July 20, 21 and 22, 2005 at the "Instituto Superior de Educación Dr. Raul Peña". Address: Av. Eusebio Ayala Km 4,5. Barrio Hipodromo, Asunción.

If you have any questions feel free to contact: Andrea Amarilla:andreaccpa@yahoo.com

ARTESOL is looking for: 1.- Web master to update, improve and maintain ARTESOL Web site. Applicants must have Internet access and experience uploading photos and text on the Web. 2.- Representatives at teacher training schools to act as liason between ARTESOL and student teachers. Applicants must be students in the last two years of Profesorados or Traductorados.

3.- Newsletter readers to proof read ARTESOL electronic newsletter before it goes out to members.

TESOL Chile

All applicants must be ARTESOL members.

had its first National Convention in Santiago on August 14, 2004.

Mabel Gallo TESOL and ARTESOL Board Member attended the meeting and conducted a presentation on What is TESOL to an audience of approximately three hundred Chilean teachers of English.

ARTESOL welcomes TESOL Chile back to the TESOL family and is looking forward to working with them for the upcoming Southern Cone Regional convention to be held in Asunción Paraguay in July 2005.

TESOL

Chile,

Applicants must submit a biodata and a brief statement of purpose saying why they think they can fulfill the position.

All positions are ad honorem and for one year period.

artesol@bcl.edu.ar

Argentina TESOL ARTESOL is looking for contributions to be published in our next newsletter, FALL Issue, 2005.

Submit articles, comments or announcements to: artesol@bcl.edu.ar before May 30, 2004

ARTESOL Web site: www.artesol.8k.com

We will appreciate your suggestions and contributions.

TESOL Matters VISIT: www.tesol.org

ARTESOL Membership

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face courses. "Principles and Practices of Online Teaching" consists of certificate foundation and completion courses, and ten courses in general and content-specific topics.

TESOL 2005 The 39th Annual TESOL Convention and Exhibition March 30-April 2, 2005 San Antonio, Texas, USA

To earn the certificate of completion of the program, participants must successfully pass the certificate foundation and completion courses (PP 100 and PP 200), two of the content courses, and two of the general online teaching courses.

www.tesol.org/conv/index-conv.html Alexandria, VA (July 2004)--Teachers of English to Speakers of Other Languages, Inc. (TESOL) has been elected to the 2004 Associations Advance America Honor Roll, a national awards competition sponsored by the American Society of Association Executives (ASAE) headquartered in Washington, DC. TESOL received the award for its PreK-12 English as Second Language Teacher Education Standards Project.

Teaching professionals who are primarily interested in improving their online teaching skills and not in attaining the certificate can enroll in the courses they want. With the exception of PP 200, which has prerequisites (PP 100, two content and two general online teaching courses), there are no prerequisites for other courses.

TESOL Membership Category Incentives

Certificate Preparation Package. This package includes registration for PP 100, two content and two general online teaching courses. Note: To earn the certificate participants will have to also complete PP 200. Package is $775 for TESOL members and $1,325 for nonmembers.

Individual courses. The registration fee for individual courses is $175 per course for TESOL members and $285 per course for nonmembers. (See Special Rate below.) Special rate: A special rate of $75 per course applies to TESOL members and nonmembers who reside in countries with low Gross National Income (GNI). Argentina is included in this category. The TESOL Principles and Practices of Online Teaching Certificate Program is not an ESL/EFL teacher certification program. For further information check

Registration Fees

Complimentary Memberships All affiliates in good standing have the right to grant three complimentary TESOL memberships to affiliate members in good standing. Current TESOL members, or Affiliate Board Members do not qualify for this incentive.

Special $40 Membership Promotion Targeted to Non-US- Based Affiliates.

Any affiliate identified within the United Nations report with a GNP of $15, 000 or less will be asked to submit their membership lists to the Member Services Department. All Southern cone countries qualify for this incentive. Staff will actively recruit membership on their behalf.

TESOL page: www.tesol.org

TESOL Awards and Grants www.tesol.org/mbr/awards

TESOL Principles and Practices of Online Teaching Certificate Program TESOL Principles and Practices of Online Teaching Certificate Program is designed for the experienced and the inexperienced online English Language Teacher and course designer. Whether you design and deliver courses that are fully or partially run online, the "Principles and Practices of Online Teaching" program will help develop the skills you need to effectively teach English Language courses online or blend online segments with your traditional face-to-

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