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| LEADERSHIP UPDATES |
| MESSAGE FROM THE CHAIR |
| Julie Lopez, University of Delaware English Language Institute, Newark, Delaware, USA |
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| MESSAGE FROM THE CHAIR-ELECT |
| Elke Stappert, The New York Public Library, New York, New York, USA |
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| MESSAGE FROM THE COEDITOR |
| Joyce Cunningham, Tokiwa University, Ibaraki Prefecture, Japan |
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| MESSAGE FROM THE COEDITOR |
| Kenneth Chyi, Fu Jen Catholic University, Taipei, Taiwan |
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| ARTICLES |
| LEARNING ENGLISH THROUGH MUSIC IN THE DIGITAL AGE |
| Kristin Lems, National Louis University, Chicago, Illinois, USA |
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Our students enjoy music videos every day, and so do we! Here are some
great ways to bring music into the ESL classroom using easily-accessible
free music videos. Read More |
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| LIGHTS, CAMERA, ACTION: VIDEO ACTIVITIES FOR ACTIVE LEARNING |
| Meg Parker, University of California, Irvine, California, USA |
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Meg Parker explains the pedagogical benefits of using
video clips in class and introduces three interactive video activities
that integrate the four skills, encourage students to think critically,
and inspire them to negotiate meaning. Read More |
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| UTILIZING AUTHENTIC VIDEO IN PREPARING FOR GENERAL EDUCATION COURSES: A PROJECT IN PROCESS |
| Erin Kuester, University of Iowa, Iowa City, Iowa, USA |
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This article details a current project to record general
education lectures at a large public university to be used in higher
level listening classes to prepare students for listening to lectures.
The project process, problems, and solutions are discussed for those who
want to implement a similar project. Read More |
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| TRANSFORMING STEREOTYPES, CLASSISM, RACISM, AND MISOGYNY THROUGH BLOGS |
| Kendra Staley, Universidad del Norte, Barranquilla, Colombia |
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Using social media in intercultural communication courses gives
students the means to deconstruct socially-created categories within
their own communities as well as globally. This article outlines how
Colombian students analyzed stereotypes in Korea, classism in Kenya,
racism in Latin America, and misogyny in Somalia through social media. Read More |
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| EXTRA CATEGORIES |
| TECHNOLOGY, GLOBALIZATION, AND ELLS: FOSTERING STUDENTS' CRITICAL COSMOPOLITANISM |
| Laura Hamman, Rui Li, & Rachel Manley, University of Wisconsin-Madison, Madison, Wisconsin, USA |
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Discourses of globalization and cosmopolitanism are
increasingly relevant for ELLs who regularly move within and across the
borders of their multiple worlds. This article presents the findings of
three studies that explore the role of technology and digital media in
creating learning experiences that expand students’ understanding of the
world and promote critical cosmopolitanism. Read More |
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| SAVING TIME MAKING ELT MATERIALS |
| Ben Grimley, Speak Agent, Rockville, Maryland, USA |
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A number of new websites now enable educators at all levels to
create or modify their digital ELT materials. This report explores
time-saving ways to find ready-made digital materials and suggests
online tools that enable teachers to reuse, revise, and remix resources
as packaged lessons. The goal: improved lesson planning, higher quality
digital experiences, and more creative ideas for the classroom. Read More |
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| VIDEO KILLED THE ESL TEACHER: IS SCREENCASTING FEEDBACK WORTH IT? |
| Samantha Parkes,Mariah Schuemann,& Matt Kaeiser,University of Miami, Coral Gables, Florida, USA |
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New technologies can overwhelm and
intimidate frazzled teachers. Is screencasting—recording voiced comments
over a video of an essay on a computer screen—worth the time and
effort? Read More |
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| DIGITAL STORYTELLING: SOME PRACTICAL ACTIVITIES IN WRITING CLASSES |
| Hanh Dinh & Nhu Le, Murray State University, Murray, Kentucky, USA |
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Digital storytelling is a powerful multimedia tool for teaching
and learning English. It makes learning more personalized, reflective,
authentic, and engaging. With this in mind, this 2016 TESOL convention
report explores practical ways wherein ESL/EFL teachers can utilize
digital storytelling in their writing classes to enhance instructional
delivery and writing practice. Read More |
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| WHAT HAPPENED TO MR. BEAN? A SPEAKING ACTIVITY FOR THE ESL/EFL CLASSROOM |
| Hidenori Kuwabara, Tokiwa University, Mito, Japan |
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Given the appeal of the universal humour of Mr.
Bean, this attention-grabbing activity can motivate students
to actively communicate and practice the target language. It can be used
for flipping a class with students of various abilities, and, best of
all, it is easy to prepare. Read More |
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| ABOUT THIS COMMUNITY |
| VDMIS LEADERSHIP TEAM |
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| VDMIS MISSION STATEMENT |
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| CALL FOR SUBMISSIONS |
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