TEIS Newsletter - January 2016 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE CHAIR
ARTICLES
•  ESTABLISHING A SECOND LANGUAGE LEARNING PRACTICE: CONTINUING PROFESSIONAL DEVELOPMENT FOR ENGLISH LANGUAGE TEACHERS
•  LANGUAGE LEARNING NARRATIVES FOR TEACHER EDUCATION SECOND LANGUAGE ACQUISITION (SLA) COURSES
•  ADVOCACY OR ACTIVISM: WHAT DO WE EXPECT FROM ESOL TEACHERS?
•  COMPASSIONATE & COLLABORATIVE TEACHER ASSESSMENT
BOOK REVIEWS
•  REVIEW OF THE TROUBLE WITH SIOP
•  REVIEW OF MASTERING ACADEMIC LANGUAGE: A FRAMEWORK FOR SUPPORTING STUDENT ACHIEVEMENT
VOICES
•  TEIS VOICES
ABOUT THIS COMMUNITY
•  CALL FOR SUBMISSIONS
•  CALL FOR BOOK REVIEW SUBMISSIONS

VOICES

TEIS VOICES

Sarah Elia, State University of New York, New Paltz, New York, USA

As an ESL teacher at a university intensive English program, I am sometimes invited to local secondary schools to present to content teachers on how to support English language learners (ELLs). This is a subject area that I feel is very important and needs to be included in teacher training. My presentations are focused on teaching techniques and resources. Additionally, I include excerpts of interviews I have conducted with ELLs about their experiences as students in the United States. The students have expressed that their performance in school is greatly influenced by factors of culture shock: homesickness, stress from language, and pressure to assimilate. In the presentations, I share quotes by ELLs regarding their experiences. The students' words leave the audience with a reminder to be sensitive to the many challenges of ELLs, which extend beyond the difficulties of language alone. Contact me at elias@newpaltz.edu.