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| Articles |
| LETTER FROM THE CHAIR |
| Robert J. Dickey, Keimyung University, Daegu, South Korea |
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| LETTER FROM THE EDITORS |
| Jacqueline Evans & Hannaliisa Savolainen, Northern Arizona University, Flagstaff Arizona, USA |
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| Articles |
| SEVP GUIDANCE ON CONDITIONAL ADMISSION AND ESL BRIDGE PROGRAMS: STAY TUNED |
| Nicholas Ferdinandt, University of Arizona, Tucson, Arizona, USA |
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Conditional admission practices and ESL bridge programs are the subject of recent guidance by the Student Exchange Visitor Program. While these two recent developments in ESL at the postsecondary level have caught the eye of regulators, university programs should stay tuned to further developments. Read More |
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| THE GOLD STANDARD OF ACCREDITATION: STRIVING FOR SUCCESS |
| Leonardo A. Mercado, Instituto Cultural Peruano Norteamericano (ICPNA), Lima, Peru |
This article discusses principles and strategies for English language programs to consider when seeking high quality standards through accreditation. By offering insights based on a successful experience at a large binational center, the author provides a general framework on how to plan for and achieve accreditation.
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| RENEWING ESL WRITING PROGRAMS WITH SUMMATIVE PORTFOLIOS |
| Lara Ravitch, University of Oregon, Eugene, Oregon, USA & Dr. Ana King, City Colleges of Chicago-Truman College, Chicago, Illinois, USA |
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Portfolios are widely used in ESL teaching, but few programs use them for summative assessment. In part, this may result from a mistaken view of portfolios as solely a formative tool. This article provides a rationale for summative ESL writing portfolios and shares examples from two very different contexts. Read More |
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| INCLUDING THE PARAPROFESSIONAL IN PROGRAM PLANNING AND ADMINISTRATION |
| Michaela Colombo, Qing Zhao, Heidi Perez, University of Massachusetts Lowell,Massachusetts, USA |
Paraprofessionals (teaching assistants/teacher aides) play important roles in the education of English learners. Unfortunately, paraprofessionals do not always have clear roles or receive relevant professional development. In this article, the authors offer guidelines for program administrators that are based on their work with paraprofessionals who recently completed in-district professional development.
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| ABOUT THIS INTEREST SECTION |
| ABOUT THE PROGRAM ADMINISTRATION INTEREST SECTION |
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