Intercultural Communication in the Adult ESL

Transcription

VOLUME 39 NUMBER 4
MARCH-APRIL 2008
Sacramento, Intercultural Communication
Ahoy!
in the Adult ESL Classroom
Making a Case for Explicit Instruction
By Ellen Lange
College and University Level Chair
By G. Vittoria Abbate-Maghsoudi
n the very first article that I wrote for Adult Level Chair
the CATESOL News in November
xperiencing a new life from a new point of view with a new set of
2006 when I was Assistant College/
communication skills is what adult English language learners hope for when
University Level Chair, I plugged
they enroll in an ESL program. Teachers can best help these adult students succeed
professional development for ESL
by providing ample opportunities for practice of culturally relevant behavior while
practitioners, saying in the opening
simultaneously developing culturally appropriate language skills in an integrated
paragraph: “An important mission of
manner.
CATESOL is to promote professional
In the life skills-based adult ESL classroom, the content presented must be
development, and we ESL practitioners supported not only by the language to be learned, but also by a modeling of
have a wealth of opportunities here
appropriate behaviors students will be expected to exhibit in real-life situations
in California, such as pre- and postoutside the classroom. For example, when teaching students how to prepare for
conference workshops, rap sessions
a job interview, the culturally aware teacher’s lesson comprises both language and
and electronic villages, where we share the social context of the language. Culturally aware teachers not only model the
ideas, develop our skills, and network at appropriate language and provide opportunities for practice via classroom “job
the chapter, regional, and state level. In interviews,” but also model and provide practice in appropriate behaviors associated
fact, attending a conference is a form of with real interviews. Offering a firm handshake, giving a formal greeting, and
professional development in itself.”
maintaining a certain physical distance when speaking face-to-face are a few
While that article focused on
examples of the kinds of behavior that can be built into a job-interview language
promoting professional development
lesson. Nothing is taken for granted.
in general, this time I would like to
The focus of every lesson should be to help students learn to navigate in
emphasize the professional growth and American English and culture. How well each student grasps the language and
personal rewards to be gained from
cultural lessons depends on individual factors too many to enumerate here.
attending a CATESOL state conference,
(continued on page 6)
where the opportunities for professional
growth are legion. Our 39th Annual State
Conference in Sacramento is sure to be
no exception.
My late husband, a professor
of entomology at UC Davis, was an
enthusiastic conference attendee. I used
to be shocked when he would boast
after the Pan-Pacific Entomological
Society’s annual meeting: “I didn’t attend
any talks; I just socialized.” But now, as
a veteran conference attendee myself,
I know there is more to a conference
I
E
An Advance Peek
at CATESOL’s
39th Annual
State Conference
in Sacramento
Begins on Page 9
age
s
s
e
M
nt’s
Teacher Certification Update
California Standards for Bilingual
Teaching Authorization Approved
Preside
‘Getting Better All
the Time’
Greetings CATESOLers,
he Beatles had it right: We should
be getting better all the time. One
option for doing so is to attend the
upcoming State Conference April 10-13
in Sacramento. Check the exceptional
Web site that has been developed by
the conference committee at www.
catesol2008.org where you can download
the pre-registration packet with all the
information you need to register. You
may also sign up online to volunteer
at the conference. We are a volunteer
organization, and we exist only because
of the generosity of our members. So,
please consider volunteering a few hours
to help make the conference a success.
T
There will be a CATESOL Education
Foundation Mixer from 4:30 p.m.- 5:30
p.m. on Thursday, April 10. This will
offer a chance to wind down after the
Pre-Conference Institutes and to meet
fellow conference goers before the
official opening of the conference at
6:30.
CATESOL has invited one of
California’s most respected legislators,
State Senator Darrell Steinberg (DSacramento), as the opening plenary
speaker that evening. He will discuss
the legislature’s efforts to better address
the needs of California’s most at-risk
students and how we can work to ensure
appropriate funding, instructional
materials and professional development
to meet these challenges. Don’t miss this
informative speech.
Also remember the President’s Luncheon
on Friday April 11! We are fortunate
2
March-April 2008
to have José Montoya,
and others know if they
Sacramento’s 2002 Poet
have met the standards
Laureate, as our plenary
addressed in the learning
speaker, following an elegant
experience. This is
three-course luncheon in the
summative. Assessment
Hyatt ballroom. Montoya will
for learning helps students
undoubtedly have a message
to meet the standards by
for all of us who work in
pointing out their strengths
education, from pre-school
and areas needing
to college and beyond. We
improvement in order
need to consider the whole
to be successful. Here
Dan Fichtner
student when planning
is where differentiation
lessons. Art is the heart of
comes into play. This
man, and as we work and learn with and
is formative. Assessment as learning
about our students, we need to be sure
takes place when students see the
to nurture their spirits as well as their
learning experience as an organic part
intellects.
of assessment, that is, the activity itself
proves mastery of the skill or knowledge
he motto of the University of
addressed. Students know they are
Rochester is “Semper meliora”
learning as they are learning. Teachers
or “always improving.” There is
and students work and learn side by side
always room for improvement. And
and realize throughout the process what
one area of instruction that can
knowledge and skills they are gaining.
be improved is assessment. The
The learning process “informs” them of
December 2007/January 2008 issue
this. This is the third type of assessment,
of Educational Leadership is devoted
informative.
entirely to Informative Assessment.
The issue bursts with articles on the
o, if you have made a resolution
need for, and benefits of, this most
to be a better teacher, look at your
important aspect of the education cycle.
learning experiences and assessment
For me, assessment is the heart of
methods to see if they: a) show students
education. Tomlinson in “Learning to
they have truly mastered the essential
Love Assessment” says, “Informative
standards addressed, b) help students
assessment is not an end in itself, but
who don’t at first “get it” meet those
the beginning of better instruction (p.
standards, and c) are perceived as
13).” In this first article of the issue she
organic and an integral part of the
explains her journey of discovery seeking
learning experience. The journey to
truly useful assessment – assessment
reach point c may be long, but it starts
as learning. Her 10 “Understandings”
with the first steps. Feedback along the
provide the steps to take for arriving
journey of learning goes a long way in
at Informative Assessment. Tomlinson
steering us in the right direction.
quotes Lorna Earl who uses different
T
S
prepositions to show the different
relationships between the two nouns:
assessment of learning, assessment for
learning and assessment as learning.
Assessment of learning lets students
See you in Sacramento!
Yours in Education,
Dan Fichtner
By Karen Cadiero-Kaplan
Past President
s a follow up to my article in the previous CATESOL
News regarding the development of the bilingual
standards for teaching, I am pleased to report that on January
31 the Standards for Bilingual Teacher Preparation have
been unanimously approved by the Commission on Teacher
Credentialing (CTC).
The new standards are designed for programs preparing
teachers for bilingual instruction. These will be utilized to
assess whether each bilingual teacher training program in
the state is ensuring that candidates have the knowledge,
skills and abilities necessary to be bilingual teachers in the
California public schools. The new standards were developed
by the Commission’s Bilingual Design Team, a group of
teachers, teacher educators, and other experts in English
language development and bilingual education. I had the
privilege of representing CATESOL on this panel along with
Sarah Fields, who was CATESOL president in 1998-99.
The Bilingual Program Standards address the changed
nature of bilingual education in California, such as the
need for candidates to be prepared to teach within the
expanded variety of bilingual classroom settings, including
immersion programs. In addition, the Bilingual Program
Standards require an assessment of each candidate’s fluency
in both English and the language of authorization. Anyone
completing a program according to these standards can
apply for a Bilingual Cross-cultural Language and Academic
Development (BCLAD) authorization for their attendant
teaching credential.
These core bilingual program standards include:
The Context for Bilingual Education and
Bilingualism: The preparation program provides candidates
A
San Diego
Conference
Draws 400
By Andrew MacNeill
outhwestern Community College’s
beautiful campus was the perfect
backdrop for the San Diego Regional
Conference on October 20, 2007. The
S
with knowledge of the history, policies, programs, and
research on the effectiveness of bilingual education and
bilingualism in the United States.
Bilingual Methodology: The preparation program
prepares bilingual candidates to understand the
interrelatedness among the four domains of language
(listening, speaking, reading, and writing) and to know
language forms and functions. The program also prepares
candidates to plan, develop, implement and assess standardsaligned content instruction in the primary and target
language.
Culture of Emphasis: The preparation program
develops candidates’ knowledge of the traditions, roles,
status, and communication patterns of the culture of
emphasis as experienced in the country or countries of origin
and in the United States. Included in that knowledge is the
understanding of cross-cultural, intercultural and intracultural
relationships and interactions, as well as contributions of the
culture of emphasis in California and the United States.
Assessment of Candidate Language Competence:
The institution must verify, during the program or at its
completion, that the candidate has attained – in listening,
speaking, reading and writing – a language proficiency level
that is equivalent to a passing score on the appropriate LOTE
language examination (Languages Other Than English).
For more detailed information on the standards and
program requirements please visit the California Commission
on Teacher Credentialing Web site at: http://www.ctc.ca.gov
Karen Cadiero-Kaplan is an associate professor in the Department
of Policy Studies in Language and Cross Cultural Education at San
Diego State University, where she teaches in the bilingual MS/SS
credential and in the MA degree programs.
400-plus participants at the conference
had a choice of four presentation
sessions, four rap sessions, two poster
sessions, and a lively exhibitors’ hall.
The food was a Pacific Island buffet,
and the entire event was finished off
with dancing to the sounds of Andean
music in the warm Southern California
sunshine.
Frank Noji, who teaches and
coordinates the ESOL program
at Kapiolani Community College
in Honolulu, Hawai‘i, delivered
the keynote speech around the
conference theme: Learning IN
English – Content Based Instruction.
Noji has taught throughout
Southeast Asia and is responsible
for the design and development
of the Sustained Content Program at
Kapiolani. Since the inception of
the program, he has conducted
classroom-oriented research to make
March-April 2008
3
In the Chapters
Questioners’
Art Highlights
OC Chapter’s
Fall Conference
By Susan Stern
Publicity Co-Chair, Orange County Chapter
here is no question that Jayme
Adelson-Goldstein’s lively and
informative workshop on asking
questions in the ESL classroom lived
up to its title: “More than WH—the
Art of Asking Questions in the ESL
Classroom.” In this engaging allday workshop, Adelson-Goldstein
T
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Online and on-campus information sessions are held
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did indeed demonstrate how there
is an art to asking questions in the
ESL classroom – an art accessible
to all instructors who wish to take
full advantage of the multitude of
possibilities that asking questions
presents for language learning.
Question asking was explored
in-depth, and no questions were left
unasked in this presentation at the
Orange County Chapter’s Fall
Conference at CSU Fullerton on
October 6. The 140 participants,
representing all levels of ESL
teaching, were drawn in from the
very beginning and actively involved
throughout the all-day professional
development workshop.
Adelson-Goldstein brought
a wealth of experience to the
workshop as an ESOL teacher
trainer and materials writer – along
with humor, wit, and flair. As she
explained, questions have the power
to engage our learners, focus them
on the lesson content, heighten
their language awareness, expand
communication skills, and provide
a prompt for reflection and higherlevel thinking. In the workshop,
she took full advantage of all
the potential that questions have
to offer for the ESL classroom,
leading participants in exploring a
variety of instructional questioning
strategies that take our learners
from comprehension to production.
By having the audience first
examine and share how they use
ESL-related questions in their
own teaching, she elicited what
our purpose is in asking questions,
a prelude to a discussion of
Bloom’s Taxonomy. The six levels
of questioning of his revised
taxonomy (2001) in relation to
language learning: 1) Knowledge
– Remember; 2) Comprehension
– Understand; 3) Application
– Apply; 4) Analysis – Analyze;
(continued from page 5)
4
March-April 2008
In the Chapters
...oc conference
5) Synthesis – Create; 6) Evaluation
– Evaluate.
Adelson-Goldstein then
pointed out the difference between
“focusing” and “processing” types
of questions, and led the group in
practice contrasting them at the various
stages of ESL to engage learners in
higher-level thinking. Participants then
worked on identifying strategies and
activities that encourage students to ask
questions. Finally, practice was given
in developing questions and questionbased activities for different types of
lessons (e.g., reading, conversation, and
writing). This included schema-building
questions, leveled questioning strategies
for multi-level settings, and ways to ask
low-level learners higher level thinking
questions.
These learner-centered activities
focused on how instructors can best
build learners’ question-asking skills.
The entire workshop was “hands-on,”
and handouts for each participant
were filled with valuable explanations,
references, and classroom activities.
A continental breakfast and
buffet lunch complemented the
Jayme Adelson-Goldstein
workshop portion of the conference,
offering the opportunity to catch up
with old colleagues and meet new
ones at the beautifully decorated tables
with an autumn theme. Participants
also enjoyed perusing the large array
of publishers’ exhibits and having
the opportunity to meet with the
publishers’ representatives to discuss
their individual needs. A special
highlight, which has become another
Orange County Chapter tradition,
was the drawing for the door prizes
– a large number of textbooks and
materials generously donated by the
publishers.
There is no question that there is
an art to preparing conferences just
as there is an art to asking questions,
and the Orange County Chapter has
...san diego regional
modifications in the curriculum. He spoke about his latest
research into the Opportunities Model, which focuses on
providing comprehensible input to create student-learning
opportunities. He has recently introduced the concept of
purposefulness into instruction at Kapiolani, and he shared
his ideas for using it in content-based instruction during his
presentation.
A breakfast of bagels, fresh fruit and coffee was donated
by Panera, Starbucks, and Jimmy J’s, the campus coffee stand.
This helped to spark a lively beginning in the exhibits hall that
included more than 30 exhibitors. Exhibitors also provided
refreshments during a 30-minute break in presentations while
the participants browsed through the materials. Conference
bags were provided by Alliant International University and
the Southwestern College Bookstore filled with handouts and
goodies from publishers and exhibitors. Raffle prizes were
also provided by publishers and exhibitors.
Presentations were held in 13 classrooms and two
computer labs in buildings inspired by classic Mayan
truly developed its conferences into a
cooperative art project. Many kudos
and thanks go to Chapter Coordinator
Victoria Workman and CoordinatorElect Thomas Donahoe for their
excellent planning and coordination
of this major event. Laurels also go to
the rest of the Orange County Chapter
Board members for their dedication
and teamwork in fulfilling each of the
tasks that resulted in such a smooth
running and delightful conference.
Many thanks and much appreciation
also go to our co-sponsors: the
Associated Students and TESOL
Club of CSU Fullerton, and the
California Adult Literacy Professional
Development Project (CALPRO). And
last but not least, we wish to thank our
exhibitors who also play a major role in
making these workshops possible.
OC CATESOL invites you to
join us at future conferences and
hope that you will consider joining us
as a member of the board. Contact
occatesol@gmail.com for more
information.
Susan Stern is a professor of English as
a second language at Irvine Valley College.
architecture. The 55 presentations provided something for
everyone as they included elementary, secondary, community
college, university, and adult levels of education as well
as presentations specific to intercultural communication,
intensive English programs, non-native language educators
issues, workplace English, technology-enhanced language
learning, and commercial presentations.
A lunch catered by Yokozunas in Chula Vista was
served after the first two sessions, and the afternoon ended
with music provided by Wayras and the raffle drawing.
Everything, including the weather, seemed to click. Together
with my conference co-chair, Mary Murphy-Clagget, a
resource teacher for ESL and citizenship in the Sweetwater
Division of Adult Education, I would like to thank all
who participated, especially the hard-working conference
committee workers who made our event so successful.
This year’s conference is tentatively scheduled for Saturday,
October 18, 2008. Location and times will be posted on the
CATESOL Web site.
Andrew MacNeill is ESL Department Chair at Southwestern
College in Chula Vista, California.
March-April 2008
5
In the Chapters
Los Padres Provides
Free Professional
Development
Workshops for 2008
By Jack Bailey
CATESOL Chapter Council Chair
he Los Padres CATESOL Chapter is proud to announce
a full calendar of free local professional development
for area ESL teachers for the first half of the new year.
Workshop subjects vary widely and include “Pronunciation
Strategies and Activities,” “After We Test, Now What do We
Do?,” “Effective Lesson Planning,” “Managing Multilevel
ESL Classes,” “Advising the Adult Learner: The Teachers
Role,” “Organizing and Monitoring Instruction to Improve
Learning Gains,” “Dr. Seuss in the ESL Classroom,”
“Teaching English with Mr. Bean,” and “Teaching Grammar
Communicatively.”
T
...explicit esl
However, culturally aware teachers
understand this and always operate with
the knowledge that the student’s first
language and culture influences how
well she or he “hears” the new language
and “sees” culturally appropriate new
behaviors as they are modeled.
The student’s cultural
predisposition also affects adaptability
to new language and cultural behaviors.
To develop the necessary new repertoire
for communication in American English
and culture, teachers must facilitate
the student’s internalizing of language
and behaviors in every lesson. This is
best done by creating a safe, nurturing
classroom atmosphere where students
are encouraged to suspend biases and
preconceptions and encouraged to
stretch and test their new linguistic and
cultural communication skills as well.
It is well always to keep in mind
that culture is dynamic and fluid.
“Culture is not a material phenomenon;
it does not consist of things, people,
behaviour, or emotions. It is rather
an organization of these things. It
6
March-April 2008
About half our presentations are conducted by chapter
members who are paid $75/hour by the chapter. The other
workshops are collaborations with CALPRO (California
Adult Literacy Professional Development Project). CALPRO
(www.calpro-online.org), a project of the California
Department of Education, offers free workshops throughout
California. While not always exclusively designed for ESL
teachers, many of their topics are readily pertinent to our
field – Effective Lesson Planning and Teaching Grammar
Communicatively and Managing Multilevel ESL Classes have
been popular units that seem to come back year after year.
Most workshops are two to three hours long and have
20-30 participants. To help ensure successful events and a
gracious audience, we always serve snacks and beverages.
Funding for this and presenter fees comes from our chapter
fall conference.
A current calendar events and descriptions can always be
found at our Web site: www.lospadrescatesol.org
Jack Bailey, the Professional Development Coordinator of Los
Padres CATESOL, is Program Director of Continuing Education for
ESL, Citizenship and Bilingual Basic Education at Santa Barbara
Community College.
is the form of things that people
effective communication, not cultural
have in mind, their models for
integration. How well – and whether –
perceiving, relating, and otherwise
the student assimilates the new culture,
interpreting them.” (Goodenough,
is determined by the student alone.
1964). Furthermore, it can be said
The process of becoming culturally
that cultural competency determines
proficient is developmental. Teachers
effective intercultural
should thus provide
communication.
classroom experiences that
On the other
mirror real-life experiences
end of the spectrum,
in which students can safely
ethnocentrism – the
learn to create and move in
tendency of seeing other
their new cultural dimension
cultures by the standards
molded by both verbal and
of one’s own – creates
non-verbal communication.
miscommunication
The creation of a new
G. Vittoria
Abbate-Maghsoudi
resulting in conflict. To
model or schemata for
reduce instances of this
seeing, experiencing,
in the classroom, teachers should help
reacting, thinking, and behaving, is
students develop cultural competency
an integral part of this open-ended
and become effective intercultural
developmental process. “To that end,
communicators. To do so, they must
we should remember that it is the ‘inter’
help students “see” and identify key
– the cutting edge of translation and
variables in their new culture, and
negotiation, the in-between space – that
model appropriate language and
carries the burden of the meaning of
behavior in everyday lessons, providing
culture.” (Bhabba, 1994, p. 38).
ample opportunities for practice in
We may also conclude that “by
managing these variables. Students
exploring the Third Space, we may
can thus learn how to shift away from
elude the politics of polarity and
egocentricity and ethnocentricity to
emerge as the ‘others of our selves.’”
reciprocity (cf. Byram, 1989). It should
(Bhabba, 1994, p. 39). Teaching and
be noted here that the goal must be
Interest Groups
One-to-One Intercultural Communication
By Clarissa Ryan
Intercultural Communications Coordinator
Building “intercultural communication”
is the philosophy behind the Speaking
Partners project at the American
Language Program, an intensive
English program at CSU East Bay in
Hayward, California. The project pairs
CSUEB students and ALP students for
weekly conversation sessions. As an
MATESOL student while also taking
Japanese classes, I participated in the
Speaking Partners program. Recently,
I discussed its features with Jessie Wu,
who was in charge of the program at
that time, and Cherry Cui, the current
coordinator.
In addition to language exchange,
Cui notes, SP can also be thought
of as a “culture exchange program.”
Wu says, “The ultimate goals are for
the international students to have the
opportunity to broaden their social
horizons and mingle with the local
students.” ALP students, who either
volunteer or are required to participate
for a course, also get the chance to use
English outside of class. Class time only
requires so many hours a day, and SP
lets students learn something in their
remaining time – a particular benefit at
CSUEB, where the campus is isolated
from the surrounding city.
To join the program, students fill
learning how to shift in and out of cultural constructs, how
to layer and interweave appropriate language conventions
and behaviors, how to build on the dominant language and
cultural knowledge base as well as how to perceive where the
dominant culture intersects with the new culture are all part
of the developmental process for both teachers and students.
These are hallmark traits of a well-managed ESL classroom,
where lessons of language and culture are truly integrated and
the merits of intercultural education are realized.
The ESL teacher works to ensure that the sociocultural content embedded in language texts is appropriate
and relevant. Standard language texts are supplemented
with representational texts such as literature, plays, and
role-playing scripts. For adult English learners, the context
in which culture is taught must be practical and based in
real-life lessons. The culturally aware ESL teacher makes
the classroom a laboratory where experimenting with
appropriate language and cultural responses in controlled
situations is the norm. The nuances of culture embedded
in language and culturally appropriate behavior in various
social settings carry inferred meanings. English learners
have difficulty understanding these meanings until they gain
enough background knowledge to see the boundaries of
the constructs of the target culture. Therefore, students’
sensitivity to cultural values and attitudes must be raised
to a conscious level. Students must be afforded repeated
opportunities to sharpen their powers of observation,
perception and mimicry.
Every language/culture lesson should be debriefed. As
out surveys that the SP administrator
then uses to match pairs by preferred
language, gender, and interests.
Generally, error correction and
homework help are de-emphasized, and
pairs simply meet to chat informally
– often over coffee in the Student
Union to start out with, though many
pairs wind up participating in offcampus activities together later. In the
application process, students commit to
meet at least once a week for an hour at
a time, for the entire quarter.
Generally speaking, Wu reports,
most of the local CSUEB participants
are advanced undergraduate and
students learn to adjust patterns of behavior to meet specific
social expectations in the target culture by practicing these
in the classroom, they learn how to recognize, identify and
use critical clues and patterns to inform their behavior in
various social contexts. Transferring these skills from the
“laboratory” to their life outside is the over-arching goal of
ESL teachers, and students’ success is ultimately measured
by the nature and scope of their engagement in their new
community.
Significantly enhancing students’ abilities to enter and
fully participate in American life demonstrates the real
value of intercultural training in the adult ESL classroom.
The development of students’ socio-cultural awareness and
competency ensures they will have broader access to people,
places, and services. If we, as ESL teachers, accept this as a
primary goal of our instruction, we will fulfill our higher duty
of preparing students to become contributing members of
American society.
G. Vittoria Abbate-Maghsoudi is Coordinator of the ESLCitizenship Program at Mt. Diablo Adult Education in Concord,
California.
Bhabba, H.K. (1994), The Location of Culture. London: Routledge.
Byram, M.S. (1989). Cultural Studies in Foreign Language Education.
Clevedon: Multilingual Matters.
Goodenough, W.H. (1964) Cultural Anthropology and Linguistics. In D.
Hymes (Ed.) Language, Culture and Society: A Reader in Linguistics
and Anthropology. (pp. 36-39). New York: Harper and Row.
Hall, E.T. (1966.) The Hidden Dimension. New York: Doubleday.
Kramsch, C. (1993). Context and Culture in Language Teaching.
Oxford: Oxford University Press.
March-April 2008
7
State Conference
...ahoy!
bush, including the significance taken
on by road signs as realia. In San
Diego last year, I spent a delightful
hour deepening my understanding of
Korean culture, complete with “show
and tell” items and typical snacks free
for the taking. Another trick is to step
out of one’s specialty briefly and attend
a presentation from the practitioner
of another discipline. I occasionally
teach oral skills or EFL in addition to
ESL composition and “keep my oar
in” by checking out a presentation on
pronunciation or one on teaching in an
intensive English program.
than its presentations. However,
before we touch on the social end of
things, we need to consider the many
opportunities that presentations afford
us to broaden ourselves professionally
and ways to make the most of our
conference experience.
Front and center, picking out a
limited number of presentations to
attend can make a state conference
less overwhelming. In that way, one
gets more in-depth knowledge in
selected areas rather than a smattering
of information soon forgotten. Now
esides the professional growth one
that CATESOL is firmly ensconced in
gets from attending presentations,
the electronic world, it is possible to
it is also possible to “get hooked” and
log onto the program on-line and start
start thinking about “giving back”
making some advance decisions on
by becoming a presenter oneself.
what to attend by calmly
I got my start in San
reading the abstracts and
Francisco. When I attended
program details instead
a Northern Regional
of trying to hurriedly
Conference there as a
highlight possibilities
graduate student, I not only
amid the hurly-burly of a
attended presentations,
conference already going
but also became intrigued
full tilt.
by the conference ribbon
Another pointer to
dangling from name tags
keep in mind is to try
that said “Presenter.” I said
to attend a presentation
to myself: “I want one of
or two at a different
those.” At many chapter,
Ellen Lange
level. Besides promoting
regional, state, and national
articulation, it is useful for a college/
conferences later I often did wear a
university ESL practitioner to find out
presenter’s ribbon, I started zeroing
what is going on at the secondary level
in on the “Committee Member” and
so that we familiarize ourselves with
“Board Member” ribbons and, well, you
what our students are being taught
can reach your own conclusions.
before they arrive in college. And
Beyond presentations and
when we combine presentations from
workshops are many other events to
Northern and Southern California
explore. In my early days at conferences,
with those from Nevada, we are giving
I was so anxious to prove myself as
geographical support to our colleagues.
a genuine ESL teacher that I focused
In addition, try picking out one
on presentations and little else. What
intriguing topic just to “go see”
I missed out on were the rewards of
and put a star by it. At a TESOL
hearing a plenary speaker or a special
Conference, I went to hear an 8 a.m.
invited guest, going to a level rap
talk by an EFL teacher in Botswana.
session or a special workshop or sitting
He captivated the 10 of us early birds
around a table with other CATESOLers
with his stories of the difficulties of
at a luncheon. Last year, I made it a
providing real-time reading in the
point to hear Jim Cummins, and this
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March-April 2008
year I have already been trolling the preconference registration book to check
out the invited speakers. If you are a
first-timer, learn the ropes by attending
the Newcomers’ Orientation or for a
change of pace as a veteran conferencegoer, become a volunteer and explore
the “insides” of a conference.
As I explained previously, in my
early days at conferences, I did not see
the importance of networking with
colleagues and “kicking back” at social
events like the Opening Reception or
an escorted dinner, but they are an
essential part of any conference, be it
chapter, regional, or state. There we
meet others in our profession, trade
war stories, and see each other as
social beings rather than just classroom
teachers with many of us working in
isolation in our own schools. And don’t
forget the opportunities to leave the
conference venue on an excursion, like
the State Capitol, the California Railway
Museum, or Old Sacramento.
Yes, it does cost money to attend,
but that is money well spent. One way
to save might be to consider the new
concept of making it a one-day affair.
In my years of serving on AFT and
CATESOL boards, I have become
accustomed to flying down and flying
back in one day for a meeting. In
fact, with so much of the CATESOL
program on-line, one can pick the “best
day” to go. While this option could be
tiring and being there for the whole
conference and staying in a classy hotel
at a good rate is the better choice, it
beats not going at all. Because the state
conference switches back and forth
from south to north or even east (Reno
or Las Vegas), it is possible to commit
to every other year and be able to drive
to the conference when it is closer to
home. And, don’t forget the value of
those regional and chapter meetings
once you’ve gone to state!
See you in Sacramento! Ellen Lange is a continuing lecturer in
linguistics at the University of California,
Davis.
2008 CATESOL Conference in Sacramento
DISCOVER, RESTORE, SHARE, EAT.
On behalf of this year’s Conference Committee, I
extend our invitation to you to take part in
“Growing Democracy” in Sacramento, California,
in April. What awaits you at CATESOL 2008?
We have a full lineup of speakers, from Thursday’s opening reception (invited guest: State Senator Darrell Steinberg), to the Friday President’s
Luncheon with José Montoya, noted Chicano poet,
to the Saturday Keynote with applied linguistics
expert Claire Kramsch of UC Berkeley. In addition
to hundreds of informative concurrent sessions
presented by you and your colleagues, we will offer fourteen pre-conference institutes (PCIs) on
Thursday and six Sunday workshops with wellknown presenters and experts in the field. Graduate students have their forums as well, and the
Socio-Political Committee will bring updates from
our legislative advocate and the work that CATESOL has done over the past year. New this year is
an expanded poster session, giving more presenters
a chance to share their ideas with you.
We also hope to discover how generous members
are when they volunteer their time at the conference to keep things running smoothly. The browsing and demonstration areas of the Electronic Village in the Hyatt and the 24,000 sq. ft. Exhibit Hall
of the Sacramento Convention Center will give
you two full days of browsing and books. For newcomers, we offer two orientation sessions (with
continental breakfast) and special sessions presented by the Interest Groups and Levels to which
members belong.
Thursday will feature two special events – the in-
troduction of the CATESOL Education Foundation
at a mixer (open to all) following the PCIs, and our
Opening Reception at the Sheraton, featuring live
music and entertainment in addition to our invited
speaker. Friday evening we’ve set up several escorted/networking dinners to exceptional Sacramento restaurants close to the conference site, and
on Saturday, we offer another reception as part of
your conference price – followed by an event unique
to Sacramento: the “Second Saturday” art walk, an
evening of food and wine, art and artists, across 35
galleries, all just blocks from the conference site.
At night, you’ll enjoy the wonderful accommodations at the Hyatt Regency or the Sheraton Grand
Sacramento and be ready for the next day’s events at
the hotels and the Convention Center just across the
street. Finally, we need to mention the food. Chef
Ian Libberton at the Hyatt has prepared an amazing
menu for this year’s President’s Luncheon, one that
you won’t want to miss. Sacramento is a town of
hidden treasures, so we hope you’ll take advantage
of our restaurant guide and venture out to places like
the Firehouse, Michaelangelo’s, Tapa the World,
Biba’s, Lucca, homegrown chains like La Bou, and
other exceptional places each day.
Please join us in Sacramento, April 10-13, 2008 for
discovery, restoration, sharing, and good food at
CATESOL’s 39th annual State Conference. Many
thanks to all of you – and don’t be shy about introducing yourself when you arrive!
Brett Thomas
Sacramento City College
Conference Chair
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CATESOL 2008 Pre-Conference Workshops
Electronic Village
CATESOL 2008 offers participants 14 choices of Pre-Conference Institutes (PCIs) selected to appeal
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to various levels and academic interests. PCIs are scheduled for the morning and afternoon of the first
day of the conference (Thursday, April 10). Interested participants should record their first and second PCI choices (by alphabetical letters) and the applicable fees online at www.catesol.org or on the
Conference Registration Form. Space may be limited, so we encourage you to register early. Registration price includes mid-morning and/or afternoon refreshment breaks. Sign up for two workshops
and save! Go to http://www.catesol2008.org.
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 Meet with ESL Political Advocates and Legislators
and Tour the State Capitol
 Stellar: Strategies for Teaching English Language Learners for Academic Success
 Practical Considerations in Assessing Student Writing
 Using PowerPoint in the Classroom
Friday, April 11
Saturday, April 12
Golden State A & B, Hyatt
Yet another stimulating
Electronic Village is being
planned for CATESOL
2008. This is where you can
explore the latest software
and online tools for enhancing your classes with technology. Furthermore, you
can learn about strategies to
use those tools in meaningful and effective ways.
Some of the topics this year
include Internet-based
video, podcasts, social networking sites for professional development, digital
storytelling, tips in MS
Word, and more.
A browsing room and a
hands-on lab already have a
home at the Hyatt Regency
hotel. Based on the growing
number of technologyrelated presentation proposals in the recent years, we
hope to provide a second,
hands-on lab.
The Browsing Room is
where Internet, Software
and Distance Learning Fairs
will take place, and very
likely presentations by various publishers who offer
technology-enhanced materials.
In the Hands-on Lab ESL
teachers will share the new,
exciting things they do with
technology integration in
their classes, or give us a
‘refresher’ on ‘tried-andtrue’ techniques, strategies
and lesson plans that bring
our learners closer to both
being proficient in English
language and becoming better equipped members of
our modern society, which
is demanding higher and
higher levels of technology
skills and familiarity.
The EV will be open all day
Friday and Saturday with
volunteers available to answer questions, assist you,
and learn with you. Join us
and get some practical tips
for your class.
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 Building Our Learners’ Oral Fluency– Problem Solved!
Using Corpora in the English for Academic Writing Class
 Why is “Doing” school in the U.S.A. a big To-Do for ELLs?
 Developing Academic Discourse Skills with Adolescent English Learners
through Mediated Discussion and Writing
Volunteer at CATESOL 2008
 Nonnative English Speaking Teachers: Perceptions, Pedagogical Practices, and Possibilities
 Blogs for Student Publishing and Professional Development
 Removing Barriers to Intercultural Communication; Challenging Bias
 Nutrition Education for Adult ESL
 Working with Generation 1.5 Students
 Effective and Engaging Instruction in Three Critical
Areas of the Reading Curriculum
We invite you to join our team of volunteers! There are a variety of volunteer jobs available at or
before the conference. If you have a special talent or are just a good worker, we’ll have a job for
you. Volunteering is an excellent way to network with your fellow CATESOL members,
promote the continued success of our profession and organization, build your resume, and have a
little fun! As an extra incentive we’ll hold a special raffle for volunteers with many great
prizes. Check out the CATESOL 2008 website at http://www.catesol2008.org and click on
volunteers to download a form and send by e-mail.
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Politics, Poetry, and Multilingualism in a Global Economy
CATESOL ’08 Plenaries Offer Wide Variety of Topics, Perspectives
By Janet Lane
Plenary Speaker Coordinator for CATESOL 2008
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CATESOL 2008 is very pleased to feature three plenary speakers and one special guest who will
speak on a wide range of topics of interest to CATESOL members. As our opening plenary speaker
on Thursday evening, we are very fortunate to have State Senator Darrell Steinberg (D-Sacramento).
Senator Steinberg is one of California’s most respected legislators and has
focused much of his attention on issues related to education. When he was
on the Sacramento City Council, he founded Sacramento START
(Students Today Achieving Results for Tomorrow), a free literacy-based
after school program that has become a model for after school programs
throughout the state. He served three terms in the State Assembly (9th District, representing most of the city of Sacramento) and was elected to the
Senate in 2006. During his tenure in the legislature, Senator Steinberg has
authored bills to implement California’s principal training program, to
fund low-performing schools (the High Priority Schools Grant Program),
and to fund after school programs for reducing student dropout rates. Additionally, he chairs the Senate Select Committee on High School Graduation. Senator Steinberg is also well known for his work on mental health
issues and for authoring Proposition 63, the mental health initiative approved by voters in 2004, and is the current president of the Capital Unity
State Senator
Council, a local leadership organization aimed at promoting tolerance and
understanding in response to acts of hate and bias in the Sacramento reDarrell Steinberg
gion. Senator Steinberg plans to speak to us about the legislature’s efforts
(D-Sacramento)
to better address the needs of California’s most at-risk students, including
how we can work to ensure that there is appropriate funding, instructional materials and professional
development to meet these challenges. Senator Steinberg was born in San Francisco, received a BA
in Economics from UCLA and a JD from UC Davis law school. For more information on Senator
Steinberg, please visit the CATESOL Conference website at http://www.catesol2008.org/node/147.
For Friday’s President’s Luncheon, we are excited to have José Montoya, one of the most influential Chicano bilingual poets in the U.S. and Sacramento’s first Poet Laureate. Montoya is one of
the writers who pioneered the use of Caló (also known as Pachuco) and code switching in American
poetry. He also co-founded the Rebel Chicano Art Front (also known as the Royal Chicano Air
Force), a Sacramento-based group of artists and poets recognized for their synthesis of creative expression and community activism. Montoya is a poet, painter, writer, and musician whose work depicts everyday barrio life and urban types through visual art, poetry, and song lyrics. He has taught
art at every level of the public school system, from preschool to graduate courses for prospective
teachers. Born in New Mexico, he taught for over 25 years at CSU Sacramento, where he retired in
1996. He remains active professionally and his artwork continues to be displayed in galleries locally,
nationally, and internationally. In his talk “Using Art to Nurture Creativity in the Classroom,” Mr.
Montoya plans to speak to us on how the arts can be a motivator to students of all ages, from preschool through college. He will discuss his “Barrio Art Program,” share his strategies for teaching,
and read from his poetry. Following his talk, he will be signing copies of his collection of poems In
Formation: Twenty Years of Joda (Chusma House Publications, 1992). For more information on José
Montoya and to read a sample of his poetry, please visit our conference website at
http://www.catesol2008.org/node/143.
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On Saturday morning, our keynote speaker will be UC Berkeley
Professor Claire Kramsch. Kramsch teaches courses in Second Language Acquisition and Applied Linguistics in the German Department
and in the Graduate School of Education and is past president of the
American Association for Applied Linguistics (AAAL) and past editor
of the journal Applied Linguistics. In her talk, “Language Learning and
Language Use in Multilingual Settings,” she plans to talk to us about
service encounters between immigrants in San Francisco from different
ethnic and national backgrounds. As she states, “the ability to function
in the multilingual environments of our globalized economy requires
Clair Kramsch
more than just communicative competence in English.” Kramsch proposes a new notion of “symbolic competence” and, in her talk, will discuss its importance in the teaching of English as a second language. Professor Kramsch was born,
raised and educated in France and was recently named TESOL’s NNEST Caucus “member of the
month.” For more information about Professor Kramsch and her work, please visit our conference
website at http://www.catesol2008.org/node/188.
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Finally, we are very pleased to have as a special guest, John Segota from
TESOL. Segota’s responsibilities for TESOL include government relations, media communications, and management of TESOL’s advocacy
activities. Segota will be speaking on Saturday afternoon and will be a
valuable asset to the conference as he will be able to hear and learn firsthand of the work we are doing here in California and will then be able to
speak more directly for us when in the national arena. In addition to his
work in advocacy, his ongoing duties include serving as TESOL’s liaison
John Segota
to organizations such as the National Coalition for Literacy, the Joint National Committee for Languages, the TESOL Standards Committee, and
the Global Professional Issues Committee. Segota has a BA in Political Science from the College
of the Holy Cross (Worcester, MA) and a graduate certificate from the Keller Graduate School of
Management.
We look forward to seeing you at the CATESOL 2008 plenaries!
March-April 2008
March-April 2008
www.catesol2008.org
www.catesol2008.org
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Fun Events
President’s Luncheon
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Fun Walk
Saturday, April 12, 7:00 AM
Take a break from the workshops and get some fresh air
and exercise at the CATESOL 2008 Fun Walk. Don
your walking shoes and meet
other conference attendees as
you stroll on this two-mile
walk around beautiful Capitol Park. Register for this
event at the Hospitality table
in the conference registration
area of the Convention Center.
Complimentary Massages
Complimentary chair massages will be offered for
conference attendees. Visit
the Hospitality table in the
conference registration area
of the Convention Center for
details on the time and location.
April 11, 12:00 p.m. – 1:00 p.m.
Treat yourself to an elegant three-course luncheon in the Hyatt
ballroom immediately prior to the Friday Plenary Session. Reserve your Friday luncheon today, and have a preferred seat for
the awards ceremonies and Plenary Speaker José Montoya, at
the same time you register to attend the CATESOL conference.
Space is limited, so register early.
Sacramento Art Walk
By Callie Hutchison
You’re in luck! April 12th is Second Saturday. Sacramento boasts a diverse
grouping of over 100 art galleries and other venues that are open the second
Saturday of each month. The artwalk festivities happen all across the city with
one of the main clusters in the midtown Sacramento area just a few blocks
from the CATESOL 2008 conference sites.
CATESOL 2008 is offering the "Second Saturday" Art Galleries Stroll for all
participants in the CATESOL Conference. We’ll start the evening with a nohost bar and hors d’oeuvres around the Hyatt’s outdoor pool and patio at 6:00
p.m. Each person will receive a special map and directions on how to participate in our " Art Card Collection" game that will reward lucky winners with a
prize they can share with their classroom. All activities are free.
Newcomers’ Orientation: A
Time to Meet, Greet, and
Get Involved
By Scott N. Forrest
If you’re a conference rookie, don’t miss one of the
Newcomers’ Orientations on Friday or Saturday morning at 7 a.m. An experienced CATESOL member will
give you an overview of all the services offered at the
conference and help guide you through the program to
help you maximize the benefits of your time at the
conference. There will be time for introductions, questions, conversation, coffee, and morning snacks. There
will also be an opportunity to join the Interest Group
Rap Sessions on Saturday morning. Both mornings are
perfect occasions to meet others who share the same
excitement and interests as you.
Most galleries are open until 9:00 and some even later. Many restaurants stay
open later to accommodate late evening diners. We recommend making a reservation for dinner at a restaurant as soon as you can in April, as they fill
quickly. There are many fine choices in the midtown area. Refer to the Restaurant Guide on the website at www.catesol2008.org.
You won’t believe the variety and talent of Sacramento’s artists! Everything
from pen & ink drawings, watercolors, oils, handmade jewelry, sculptures in
clay, paper mache and bronze all the way to kinetic sculptures in metal and
glass! If you can imagine it, you might find it in one of Sacramento’s galleries. Certain galleries also feature well known and newly discovered artists
from around the world as well as artist demonstrations.
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Also, many galleries will have resident artists in attendance, and you’ll be
able to actually meet the artists who produce the works of art. Some galleries
also feature artist lofts and workspaces open for your perusal.
The galleries and venues go out of their way to make their sites as accessible
as possible. If you have mobility issues, there will be someone available at the
Hyatt kick-off event to advise you regarding transportation and other concerns. Arrangements for group activities will also be available.
Don’t miss this stimulating and creative experience. We’ll see you there.
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March-April 2008
March-April 2008
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Gearing Up for the Annual State
Conference at the Elementary Level
By Margarita Berta-Avila, Elementary Level Chair
CSU Sacramento
Assistant Professor
At this years CATESOL 2008 conference the Elementary Level committee is most excited about the essay contest. Each year our committee organizes an essay contest in relation to the conference theme that elementary
students who are English learners can participate in. The winner of the contest is invited to the President’s luncheon and receives a $500.00 check. Since its inception this contest has had great success yet, as you all can imagine, choosing the winner is the most difficult aspect of the contest because only one student (from 1st- 6th) can be
selected. In addition to only choosing one student, grade level and variation of English acquisition levels adds to
the difficulty of the selection. However, for this years conference all that has changed.
Chuck Obeso-Bradley from Pearson Digital Learning has graciously offered to sponsor two students. This allows the committee to choose one student representing 1st-3rd grade and another from 4th-6th grade. Moreover, it
lets the committee address concerns as described in the latter paragraph and develop rubrics specific to grade and
acquisition levels. Both recipients will have their work displayed and read at the president’s luncheon as well as
receive a $500.00 check. We believe that the selection of two essay winners will bring forth a fair and equitable
process. As a committee, we are looking forward to reading the essays, selecting the winners, and having the
students share their wonderful work at the president’s luncheon. We also encourage all of you to attend the
luncheon and support the students from the Sacramento region and surrounding communities.
The following are the essay prompts for this year’s conference:
PROMPT A: Freedom and Responsibility (for 4th-6th)
Describe a freedom you have and a responsibility that comes with it. In 100-200 words, tell about a freedom you
have (something that you are allowed to choose or do by yourself).
What is the context? If it is a freedom you have at home, tell a little about your family. If it is at school,
tell a little about your classroom.
What is the freedom? How do you use that freedom?
What responsibility comes with it? Give a specific example. If you use your freedom responsibly, what
will the result be?
PROMPT B: Respect for Diversity (for 1st - 3rd graders)
What are some ways people are different, for example, the students in your class, the teachers in your school or
the people in your neighborhood? How are they the same? For example, is everyone in your school and
neighborhood the same color? Can people be any color at all, even purple, or do we share certain colors?
Draw two pictures. In one show how the people in your class or neighborhood are different. In the other show
how they are the same.
Label everything in the pictures.
Write sentences at the bottom (one sentence per picture for 1st graders, two for 2rd graders and three for 3rd graders).
On a separate sheet of paper, write a 25 – 100 word paragraph comparing and contrasting the different types of
students in your class, teachers in your school, or people in your neighborhood. What are some rights everyone
should have no matter their differences?
Poster Sessions
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Friday, April 11 2:30 p.m. – 4:00 p.m.
Saturday, April 12, 10:30 a.m. – 12:00 p.m.
The CATESOL 2008 Committee invites you
to participate in their expanded and improved
Poster Sessions! If you are new to presenting,
or just wish to present your teaching strategy,
research or practice in an informal setting,
this venue is for you. It gives you the opportunity to share your invaluable resource with
your colleagues and answer any questions
they may have, and also provides a venue for
those who submitted a proposal for a more
formal presentation, but were not able to be
accommodated. In response to declining participation in the traditional Materials Swap at
CATESOL Conventions, the Poster Sessions
will be the focus of sharing your good work
with others. We hope that you will embrace
this opportunity and help us make it the exciting event we envision! The Poster Sessions will take place on both Friday afternoon and Saturday morning. Surfaces and
tables will be provided for displays. If you
are interested in participating, or if you have
any questions, please email Patty Long, Program Chair at pattyannlong@hotmail.com.
REGISTER NOW FOR CATESOL 2008
SIGN UP NOW!
You can register for the conference online. Early bird registration
closes February 28, 2008. You can register at www.catesol2008.org
CATESOL 2008 Pre-Conference Institutes
or www.catesol.org.
Thursday, April 10, 2008
Hyatt Regency Sacramento
CONFERENCE REGISTRATION INCLUDES:
These exciting intensive workshops (3 hours long!) appeal to a wide range of interests and
tastes, featuring seasoned
who areand
experts
in their
fields. Come get to know the
Allpresenters
Plenary Sessions
Featured
Colloquia
presenters, learn their tricks of the teaching trade, and come away with great classroom
ideas! Refreshments included. Register NOW at www.catesol.org or by filling out the
Sunday
Featured Workshops
formThe
in the
preregistration
booklet!
Mark Roberge on Generation
Students Sessions (Friday
Jeff Frost
and a Tour
of the Capitol
All1.5
Concurrent
through
Sunday)
Jeffra Flaitz on Refugee ESL Learners
Kate Kinsella on Adolescent ELLs
Viviana Cortes on Corpus Analysis
Eleanor Black Eskey on Effective Reading
Deborah Crusan on Assessing StudentThursday
Writing
Jayme
Adelson-Goldstein on Oral Skills
Opening Reception
Lia Kamhi-Stein on Non-Native ESL Instructors
Jim Davis on Using PowerPoint
Piper McNulty and Rick Kappra on Intercultural Communication
Nancy Hampson and Laurie Cozzolino on Nutrition Education
The Publishers’ Exhibits, the Job Fair,
Marian Thacher and Branka Marceta on Blogs for Student Publishing / Professional Development
Liz Warner and Julie High on Teaching
for Academic
Success Village
Poster ELLs
Sessions,
and Electronic
Brought to you by Stefan Frazier (stefan.frazier@sjsu.edu) and Gena Burgess (gena@usc.edu), PCI Coordinators
Conference Tote Bag
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Interest Groups
...one-to-one
graduate students who speak or are
learning a second or third language
themselves. TESOL certificate students
and MATESOL students, in particular,
participate in greater numbers because
“it’s beneficial to know their future
student population from a more
personal perspective.” This may provide
a useful supplement to the typical
course observations that TESOL grad
students undertake, because they gain
an entirely different point of view
from chatting with a student about, for
example, her concerns over whether she
CATESOL Mission Statement
CATESOL’s mission is to
promote excellence in education
for English language learners
and a high quality professional
environment for their teachers.
CATESOL represents teachers
of English language learners
throughout California and
Nevada, at all levels and in all
learning environments.
CATESOL strives to:
•
•
•
•
improve teacher
preparation and provide
opportunities which
further professional
expertise
promote sound,
research-based
educational policies and
practices
increase awareness of
the strengths and needs
of English language
learners
promote appreciation
of diverse linguistic and
cultural backgrounds
(CATESOL’s Mission Statement
was adopted January 1, 1998.)
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March-April 2008
has time to go into town to eat some
food from her home country and still
finish her homework, or whether her
classmate from a different culture is just
being friendly or expressing a romantic
interest.
I found that my partners often
asked me about topics they felt were
too unimportant, embarrassing, or
time-consuming to ask their teachers,
such as troublesome idioms or
baffling hand gestures. First-languagespecific questions, which students are
sometimes discouraged from asking
in mixed-nationality classrooms, also
came up. When a partner asked me a
host of questions about the differences
between the meanings of Englishoriginated loan words in Japanese
and the meanings of those words in
English, it resulted in a multilayered
conversation that opened my eyes to
the complicated sociolinguistic aspects
of loan word usage in Japan, improved
her accuracy when using these words
in English contexts, and allowed both
of us to correct our misconceptions.
These friendly peer-level conversations
can develop into deep friendships. Cui
reports that many participants have
become close, even going to each
others’ weddings.
I asked Wu to tell me about what
new administrators of SP programs
should watch out for. The worst
problem, she says, is having too many
IEP students and not enough local
students. A lot of her time was spent
actively recruiting. Wu and Cui have
worked to counter this scarcity by emailing CSUEB TESOL and foreignlanguage instructors for permission to
directly promote SP in their classes,
allowing students to sign up on the
spot. They also posted flyers on campus
and at ALP, as well as introducing
the program to ALP students
during orientation. Additionally, Cui
recommends asking friends, colleagues,
and former students to spread the word.
However, after enough partners are
arranged, retention remains a problem.
“Many simply dropped out,” Wu
laments, “saying they couldn’t continue
meeting the ALP students when midterms are approaching” or when their
schedules otherwise become tight.
Many local students find it hard to
start and maintain conversations. ALP’s
SP handout contains some suggestions
for topics, but Wu speculates that
“training sessions or a more structured
instruction manual might be helpful
to get volunteers going in the very
early stage.” Non-TESOL students, in
particular, may need some assistance in
patience and the use of conversationrepair strategies.
SP is an added attraction for ALP.
Wu says that the program “creates
the opportunity [to experience the
U.S./American culture and establish
friendship at the same time] and thus
attracts more students [who] choose
to come to CSUEB.” Her basic
advice to anyone considering such a
program? “Go for it!” A non-native
speaker herself, Wu says she wishes
she could have participated in an SP
program when she was a struggling
student. Being SP administrator was
“a valuable experience to become a
bridge for the international and the
local students. Though basically my
responsibility was match-making, it’s
fulfilling to see partners work out a
great relationship along the way.” I
think Wu can count me as one of her
successes because my SP partner and
I have been exchanging postcards and
e-mails since she returned to Japan
– and we plan to meet when she visits
San Francisco again. A relationship
like that is a lasting gift of intercultural
communication.
Clarissa Ryan is a one-to-one Englishlanguage consultant for international executives
and their families for Cartus, a global
workforce development and relocation company
headquartered in Danbury, Connecticut.
Community College Level
Encouraging English Outside the Classroom
By Laura Walsh
Community College Level Chair
teach in a large, urban, community
college-credit ESL program, where
we have many students with limited
opportunities to interact in English
outside the classroom. Although most
of our students agree, in theory, that
English practice inside the classroom
isn’t enough, not all of them have the
time or confidence to seek out these
important opportunities.
Our ESL department has attempted
to provide many opportunities and
a great deal of encouragement: In
many listening/speaking courses,
we give “contact assignments” that
require students to interview or seek
information from English speakers
in the college or the community. One
variation of this is a “scavenger hunt.”
In our Learning Assistance Center,
we offer several popular conversation/
oral fluency groups that focus on
discussion of current events, videotaped
conversations, or idioms. We advise
students to take college courses outside
of ESL that are appropriate to their
levels of language proficiency, and we
sometimes link advanced ESL courses
to general education courses. For our
advanced students, we have a lab filled
with useful language-learning software,
although we prefer that the students
supplement this with face-to-face
interaction.
Many community colleges organize
conversation clubs or partner programs.
De Anza College has had great success
with Cross Cultural Partners, started
in 1999 and now serving about 1000
students each year. ESL and non-ESL
students become partners for a quarter.
The director of the program, Gloria
De La Ysla Heistein, tells us that they
speak English while meeting informally
for conversation and friendship on
or off campus, but always outside the
I
classroom. You can visit their Web site
at www.deanza.edu/ccpartners
Scott Jenison reports that Antelope
Valley College has tried a number
of interesting social events: the ESL
Connection, a monthly conversation
social centered on a topic/theme (for
example, vacations, money, health);
ESL Saturday Night Socials, potluckstyled music/karaoke/video gatherings
for teachers and students; ESL field
trips to points of local interest; and the
World Culture Expo, an annual campuswide showcase of ESL students’
first cultures. Jenison reports more
success with some of these events than
others, but Antelope Valley should be
commended for creating a sense of
community along with opportunities
for English practice. Carol Bander
of Saddleback College advises ESL
students to join existing campus clubs
Laura Walsh
to find social opportunities in an
English-speaking environment.
Many colleges encourage ESL
students to seek volunteer positions on
campus or in the community. Students
can sometimes tutor in their native
languages or in content areas in which
they are particularly skilled. I’ve had
several students who found rewarding
positions tutoring math and chemistry
in our Learning Assistance Center, and
I’ve admired their courage in working
with native speakers of English. Some
colleges and instructors are beginning
to add service-learning components
to ESL courses. Jennifer Barber of
Allen Hancock and Cuesta Colleges
has arranged with 10 community
organizations for her students to
volunteer. Some students volunteered at
their children’s schools or sports teams.
They had a chance to practice their
English and then gave an oral report on
their service.
Bobbie McClain from Imperial
Valley College received a technology
grant last year to purchase camcorders
and tape recorders for her Oral
English classes. Each student produces
two or three videos during the
semester to illustrate a grammar point
the class has studied. These projects
require students to use English
outside the classroom to make their
videos and further their listening
abilities by allowing them to hear and
rehear their classmates’ dialogues
and presentations, make corrections
of themselves and others, and offer
suggestions for improvement.
Palo Alto Adult School greets
every new intermediate to advanced
ESL student with a handout on
practicing English outside the
classroom put together by Ann Cartier.
The students are advised to take
classes, volunteer, study English on the
Internet (Web site addresses provided),
watch English-language television,
and even get a library card. As ESL
instructors, we all need to be aware of
how important these activities are in
the students’ language-learning process
and support them in every way we can.
Laura Walsh teaches ESL at City
College of San Francisco and is the co-author
of Essentials of Teaching Academic
Reading (2006) Houghton Mifflin.
March-April 2008
19
Secondary Level
Interest Groups
Technology IG Has New Web Site
Ideas, Interactions and Passing the CAHSEE
By Scott N. Forrest
Assistant Secondary Level Chair
ll secondary students, including English learners, are
required to take the California High School Exit Exam
(CAHSEE) in March of their 10th grade year. As an Exit
Exam Specialist for English Language Arts (ELA), I am often
asked two questions: “What can I teach so students get the
most bang for the buck?” and “How do I prepare the English
learners for the exam?” In other words, where should we
focus the instruction to best prepare students for the English
Language Arts section of the CAHSEE?
In the pursuit of a practical answer I consulted the
California High School Exit Exam Blueprint. It lists the
content standards and the number of questions on the
exam for each standard. It may be accessed through the
Department of Education Web site, www.cde.ca.gov/ta/
tg/hs/documents/bplangarts03.pdf. While perusing the
blueprint, I noticed the word “ideas” shows up repeatedly in
the ELA standards. Ideas, as represented in the CAHSEE,
may include information, concepts, and opinions. According
to the blueprint, 10 of the ELA multiple-choice items directly
involve ideas, and the writing applications (essay) standards
directly refer to ideas six times. In response to the opening
questions, it seems students will get more “bang for the
buck” if they learn to identify, analyze, and apply ideas.
Next, I noticed the standards require students to act
upon ideas. They include the following action words in
relation to ideas: paraphrase, connect, extend, support,
develop, demonstrate, convey, make distinctions, structure,
and highlight. Thus, students must know how to perform
A
these verbs as well as know their meanings. Without this skill,
students will continue to miss exam items simply because
they will not understand the instructions. Actively using these
verbs provides the building blocks required to pass the exam.
The pyramid represents how ideas provide the
foundation for the components of the exam. The students
are expected to critically analyze ideas in informational
literature and works of fiction. They must also develop,
convey, and support ideas in an essay.
The notion English learners can reach the levels of
critically analyzing ideas in English may seem daunting.
However, the teachers in my district found the use of text
interactions increases students’ achievement on exams,
especially in writing. Text interactions are scaffolding activities
students do in conjunction with their readings. The students
move from identifying and developing ideas to analyzing
them in literature and applying them in essays. The goal is to
encourage interactive reading with various texts.
Idea Skills
Paraphrase ideas
Connect ideas
Text Interactions
Frayer Model
Story/Event Mapping
Idea web/Concept map
Venn Diagram
Compare/Contrast Chart
Semantic Feature Table/Map
Extend ideas
Flow Chart
Bloom’s Taxonomy Questions
Cause/Effect Chart or Chain
Support the ideas
Reading Logs
T-Chart
Proposition/Support Outline
Develop the ideas
Directed Reading Activity
Writing Frames
Outline
Any organizer may be extended into quick writes, essays, projects, and presentations.
The table lists action words for ideas and suggests
common text interactions that are especially useful for
English learners. The teachers make sure to include action
words on the text interactions and model the use of the
terms in class activities, discussions, and lectures.
Our students are counting on us to help them crack the
code of testing. More importantly, they are looking to us
for guidance as they strive for their academic and personal
March-April 2008
H
Ideas and Text Interactions
Communicate ideas
20
By Branka Marceta
CATESOL Secretary
ave you checked out the
Technology Enhanced Language
Learning Interest Group Web site
recently? We now have our own domain
name, www.tellig.org. If you have the
old address bookmarked, you will be
redirected to the new online home for
“all things TELL-IG.” The main page is
in the form of a blog featuring videos,
photos, news and other text posts
related to the most recent activities.
TELL-IG has had a significant presence
at all three regional CATESOL
conferences in the fall 2007. You can
...cahsee
goals. Be sure join other secondary
levels teachers at the state conference
to discuss and share strategies for
guiding English learners to high school
graduation and preparing them for the
academic rigors of college.
Scott N. Forrest teaches English language
development classes and is the Exit Exam
Specialist in the Escondido High School
District.
view video and photo highlights as
well as the listing of the presentations
offered by the ESL teachers/technology
enthusiasts at Southwestern College in
Chula Vista, CalState Long Beach and
Las Positas College in Livermore. Some
highlighted presentations include:
Using PowerPoint for
Speaking Practice
Jim Brice & Beth Bogage, San
Diego Community College District
Integrating Internet-Based
Video
Angela Webster & Kristi Reyes,
Mira Costa College
Pronunciation in a Distance
Learning Environment
Marsha Chan, Mission College
& Sunburst Media for Language
Learners
Power Up your Classroom
with Digital Stories
Suzannne Ludlum, Oakland
Adult Education
Using Computers To
Learn English & Build
Relationships
Larry Ferlazzo, Luther Burbank High
School, Sacramento
US Citizenship Podcast
Jennifer Gagliardi, Milpitas Adult Education
Other pages on the Web site
offer information about the interest
group, the ways we communicate, what
Write for the
CATESOL News
CATESOL members are
encouraged to submit articles
(and ideas for articles) to
the CATESOL News. Articles
of 600-800 words are
preferred. Have something
in mind? Contact the editor,
Timothy Lange, at tleelange@
hotmail.com or 323-224-0329
activities we have engaged in during the
last few years, listings of software used
in ESL programs, and a page about
the steering committee. The last on the
navigation bar, but possibly the most
important, is the page with links to
online places created and maintained by
TELL-IG members. If you would like
to contribute to the Web site with your
content, please let me, your friendly
Webmaster, know at catesol_branka@
yahoo.com
See you in Sacramento, April 10-13
and online at www.tellig.org
Branka Marceta is Technology Projects
Coordinator, Adult Education, with the
Outreach Technical Assistance Network
(OTAN) and TELL-IG Webmaster for
CATESOL.
CATESOL NEWS
(USPS- 010-177 issn 1070-387X) is a
publication of CATESOL, a professional
association for those concerned with
the teaching of English as a second
language or dialect and with bilingual
education.
All rights revert to the author upon
publication as long as CATESOL News
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CATESOL NEWS is available through
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Periodicals Postage Paid at Orinda,
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DEADLINE FOR JUNE-JULY ISSUE:
May 1, 2008
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tleelange@hotmail.com
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OR PROBLEMS SHOULD BE
ADDRESSED TO LINDA PATTEN
CATESOL Membership Services
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March-April 2008
21
IEP Level
Understanding Cultural
Differences in Learning
Styles of IEP Students
By Sarah McGregor
IEP Level Chair
y the time international students enter an intensive
English program in the United States, they have already
spent a dozen years in schools in their home countries. How
well they adapt to an American classroom setting depends
in part on their individual learning style and the education
systems of their home countries. The more IEP teachers
know about those systems, the better they can help their
students learn to function well in ESL classes and ultimately
in American university culture.
For example, in a class discussion, students from
different home countries or cultures don’t all participate in
the same way. Part of the reason may be that students from
authoritative education systems, such as those in East Asia,
are not used to learning in such an indirect way and are not
practiced in giving their own opinions to classmates.
If you are interested in learning more about these
differences and how they affect learning behavior in the IEP
classroom, I invite you to attend the IEP level presentation,
“Understanding Cultural Differences in the Learning Styles
of IEP Students,” at the CATESOL State Conference in
B
...mark lieu
unlike English, ESL has no common “1A.” The Board of
Governors charged the task force with exploring what would
be needed and coming up with a recommendation on moving
forward. Educating the Board of Governors to understand
ESL issues is a key part of the
job. Finally, having worked at San
Francisco Community College with
a huge non-credit program, Mark
continues to promote an ongoing
awareness of non-credit issues in
community colleges.
What challenges has he recently
faced or will he face in the future?
Mark Lieu
One of Mark’s major victories
came from his work on the Title 5
revision, which states that ESL is no longer included in that
category of classes ineligible to receive degree-applicable
22
March-April 2008
April. A panel of experts from
several countries will explain
the education systems of their
homelands, discuss common
learning styles, address the
expectations that students
bring when they arrive in an
American classroom, and provide
suggestions for teachers.
Sarah MacGregor is Assistant
Director at the American Language
Program at CSU East Bay. CATESOL
2007-2008
BOARD OF
DIRECTORS
Sarah MacGregor
200 Attend S. Nevada Confab
C
ATESOL Southern Nevada held its year-end meeting
at Nora’s Restaurant where board members enjoyed
Italian atmosphere and food and reviewed a wonderful 2007
conference. This year’s conference has allowed us to increase
our ranks and to develop a larger audience with a group of
educators excited about what we’re doing. One comment
from a “newbie” went something like ... “I had no idea that
soooo many teachers are teaching English language learners
in our district.”
We had over 200 at our conference, which was standing
room only in the College of Southern Nevada classrooms.
We’ve outgrown the venue but ... what to do? Stay tuned for
exciting happenings with CATESOL Southern Nevada.
– Regina Marshall
credit if they are two or more levels below freshman
composition. He has also been working on an assessment test
that could be offered free to ESL programs statewide. Finally,
he is addressing the articulation of career education programs
from high school to community colleges, which might include
a large number of ESL students facing language issues.
Despite all his work on other committees and for the
Academic Senate, he remains a dedicated CATESOL leader.
It is for all he has contributed that the board voted to honor
him with a five-year membership. As president of the Senate,
Markd will be up for reelection to another one-year term this
April. We hope he succeeds. CATESOL as an organization
and the students we serve have greatly benefited from the
work Mark has done.
A former CATESOL president (1999-2000), Carol Bander
is a professor of ESL and German at Saddleback College in Mission
Viejo, California.
If you would like to be featured in this column, please send
any personal or professional tidbits, recent publications, honors,
achievements, or accomplishments to Carol Bander at cbander@
saddleback.edu. You can also reach me at work (949) 582 4814 or
home (949) 759 0232.
President
DAN FICHTNER
(310) 316-6092
dfichtner@aol.com
Past President
KAREN CADIERO-KAPLAN
(619) 594-4994
kcadiero@sdsu.edu
President–Elect
KATHLEEN FLYNN
(818) 480-8222
kflynn@glendale.edu
Secretary
BRANKA MARCETA
(408) 807-8997
CATESOL_branka@yahoo.com
Treasurer
MARY HERBERT
(530) 752-4136
MVHerbert@aol.com
Elementary Level Chair
MARGARITA I. BERTA-AVILA
(916) 278-4395
bamargie@csus.edu
Secondary Level Chair
TRICIA LIMA
(209) 525-4906
plima@stancoe.org
Adult Level Chair
G. Vittoria Abbate-Maghsoudi
(925) 685-7340 x 2765
abbategv@mdusd.k12.ca.us
Community College Level Chair
LAURA WALSH
(415) 452-7139
lwalsh@ccsf.edu
College/University Level Chair
ELLEN LANGE
(530) 754-6358
ejlange@ucdavis.edu
Intensive English Programs
(IEP) Chair
SARAH McGREGOR
(510) 885-7510
sarahmcgregor@yahoo.com
Nevada Representative
ELZA M. MAJOR
(775) 682-7866
emajor@unr.edu
Interest Group Facilitator
ANNETTE CHARRON
(661) 204-3032
amtcharron@hotmail.com
Chapter Council Chair
JACK BAILEY
(805) 964-6853 x 330
Baileyj@sbcc.edu
P
U
B
L
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C
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The CATESOL Journal
Editors
Mark Roberge
roberge@sfsu.edu
Margi Wald
mwald@uclink.berkeley.edu
CATESOL News
Editor
TIMOTHY LANGE
(323) 224-0329
tleelange@hotmail.com
General Editorial Information
Sarah Nielsen
(510) 885-3216
sarahenielsen@yahoo.com
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TABEA MASTELL
(510) 620-0641
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Coordinator
CASANDRA ISSAKA
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Coordinator
BELINDA BRAUNSTEIN
(805) 341-0284
catesolbb@hotmail.com
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Coordinator
VICTORIA WORKMAN
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s_huneault@yahoo.com
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Coordinator
REGINA MARSHALL and SYLVIA
VILLALVA
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WAYNEFLETE
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INTEREST GROUPS
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CLARISSA RYAN
(510) 490-6984
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Terry Doyle
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Teaching English in the Workplace Coordinator
MARGARET LYMAN
(415) 674-1041
mlyman@proactive-english.com
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March-April 2008
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23
CATESOLers on the GO
Academic Senate President Mark Lieu
By Carol Bander
CATESOL Membership Coordinator
ark rocks!” “He’s been a great leader in CATESOL!”
“He pioneered us into the digital and electronic age.”
These are comments that have been flying on the CATESOL
listserv ever since he was awarded a five-year membership
in appreciation for all he has done for CATESOL: serving
as Webmaster, Community College Level chair, PCI
coordinator, as well as contributing to California Pathways.
But did you also know that Mark currently serves as president
of the statewide Academic Senate for California Community
Colleges, takes public transportation, has written the test
bank for the ever-popular Azar series, sings in his church
choir and does house-sitting in London during winter break
so that he can satiate his love for the theater? (Is Sondheim
being performed there?)
This is the second time Mark has been featured in this
column. The first came in 2000 when he was elected to
serve on the Executive Board of the Academic Senate for
California Community Colleges as the Area B representative.
M
Now, he is president of the entire senate, the first ESL expert
ever to assume that position.
How did his service to CATESOL help him along in
assuming more and more leadership roles? He explained that
leadership doesn’t come naturally to a classroom teacher or
faculty member.
And he credited CATESOL with helping him become
interested in leadership on a different level. Involvement
on the CATESOL Board also enabled him to become
thoroughly grounded in one discipline and become very
aware of ESL concerns, something that has helped him deal
with several statewide issues. Mark offered three examples.
He worked on the Basic Skills Initiative, which has the
potential of doing so much for our ESL learners. When
“effective practices” are mentioned, we can take pride that
ESL instructors are already using them. Mark also chaired
the assessment task force for a common uniform mandatory
assessment. He explained that assessment in ESL is more
complex than in English because ESL programs up and
down the state were developed at different times, and
UPCOMING EVENTS
April 2-5: 42nd 2008 TESOL Convention: “Worlds of TESOL: Building Communities
of Practice” at the Hilton New York and Sheraton in New York City
April 10-13: 39th Annual CATESOL Statewide Conference: “Growing Democracy:
Classrooms, Communities, and the Capitol” at the Convention Center in Sacramento
April 25: Steinbeck Chapter Presentation
October 11: Los Padres Chapter Conference
October 18: San Diego Regional Conference
October 25: Los Angeles Regional Conference
November 1: Orange County Chapter Workshop
November 8: Northern Regional Conference
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Intercultural Communication in the Adult ESL

Transcription

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