Tag Archive: esl

Exploring Other Avenues of Advocacy

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How do we reach out to mainstream teachers who have ELL students in their classrooms?

Register for TESOL 2012

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Registration for the 2012 TESOL Convention in Philadelphia in open! This will be another great convention in another great city. If you haven’t registered yet, please visit the TESOL convention page at http://www.tesolconvention.org/and register today. We hope to see you all in Philly! If you are presenting at 2012 TESOL Convention in Philadelphia, please share …

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Looking at Service Models: HOW do we teach?

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Service models have been on my mind lately. So in my world of English Language Learning, there has been a REALLY BIG PUSH for push-in. My new principal—before he was hired—mentioned SIOP (Sheltered Instruction Observation Protocol) and asked how widely it was used in the school. (After a little more questioning, I determined this was …

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New WIDA Standards

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As Common Core gets closer, WIDA has come out with a draft version of the updated standards and is looking for comment. Check it out at WIDA’s website. It’s worth your while to submit comments while they are still in draft form. The committee hopes to be responsive to your concerns. So read and comment! …

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From the Education Programs Department of TESOL

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A TESOL Online Discussion on Putting Research into Practice Join your colleagues worldwide for an interactive TESOL online discussion on putting research into practice, 14 September–21 October, on the TESOL Community.  This event is open to TESOL members and non-members.  Topics to be discussed: Understanding the “good language learner”, Bridging the gap between goals and …

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An Opportunity for Personal & Professional Growth

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The certificate allows students to gain a deeper understanding of the intersection between a working knowledge of the attitudes, perceptions, beliefs, and values of people in diverse populations and culturally appropriate ways of responding to their needs.

The Early Bird Catches the Cookie: Language as a Door to Culture

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What parts of the background knowledge will my students know, and which parts will be totally unfamiliar to them?