NYS TESOL Idiom

That effective collaboration benefits students (and teachers alike) is af-firmed by the well-deserved attention it has received most recently in the professional literature (see, for example, DelliCarpini, 2008, 2009; Honigsfeld & Dove, 2010; NACTAF, 2009; NEA, 2009; Pawan & Ortloff, 2011) and in the TESOL educational community (e.g., themes of 2011 New York State and Kentucky TESOL conferences). Ac-knowledging the importance of collab-orative exchanges among teachers is not a completely novel idea, though. Close to three decades ago, Judith Warren Little (1982) examined the differences between more and less effective schools and found that the more effective ones had a greater degree of collegiality. She noted four unique characteristics of col-legiality (or collaboration) in successful schools, where teachers participate in the following activities:

• Teachers engage in frequent, con-tinuous, and increasingly concrete and precise talk about teaching practice.

• Teachers are frequently observed and provided with useful critiques of their teaching.

• Teachers plan, design, evaluate, and prepare teaching materials together.

• Teachers teach each other the practice of teaching (pp. 331– 332).

Consider what Warren Little’s (1982) frequently quoted four key ideas could mean for ELLs in today’s schools. What if we translated her seminal findings into a contemporary framework of four Cs, in which “collaborative” serves as a defining adjective, followed by a key activity or desired teacher behavior nec-essary for improved student learning?

• Collaborative Conversations: Through enhanced communication, all teachers have the opportunity to develop ownership and shared responsi-bility for ELLs’ learning.

• Collaborative Coaching: Through an encouraging school climate and supportive framework, teachers offer and receive feedback on their teaching practices.

• Collaborative Curriculum Develop-ment: Through curriculum mapping and alignment and collaborative materi-als development, teachers match both their longterm and day-to-day instruc-tional goals and activities.

(continued on page 20)

Collaborative Conversations*By Andrea Honigsfeld

IdiomThis issue’s theme:

Contents

Collaborative Conversations. ............... 1Conversations in Support .................... 3Acting ................................................. 4Resources for the Common Core ........ 6Talking is learning ............................. 10Small Talk ......................................... 14Conversation Table ............................ 24

Regular Features/Special AnnouncementsPromising Practices ............................. 8Book Review ..................................... 12SIGs and Regions .............................. 17Members Only Website ..................... 18Editorial Notes .................................. 22Upcoming Idiom Themes .................. 22Calendar and Announcements .......... 22NEW Membership Form .................. 23

New York State Teachers of English to Speakers of Other LanguagesVol. 41, No. 3 http://www.nystesol.org Fall 2011

NYS TESOLAnnual Conference

Oct. 28-29Marriott Hotel

Melvillewww.nystesol.org/annualconf/

Conversations

Dear Colleagues,

I hope you have been enjoying a happy, healthy and restorative summer. I would like to update you on some changes and challenges facing educators.

On July 13, I attended the Bilingual/ESL COP (Committee of Practitioners) meeting at Teachers College, Columbia University. The most major changes include the New Evaluation Law for K-12 teachers and principals:

1. Annual evaluations for all teachers and principals2. Clear, rigorous expectations for instructional excellence, prioritizing student learning 3. Multiple measures of performance4. Multiple ratings: Four performance levels to describe differences in teacher ef-fectiveness5. The new system should encourage regular, constructive feedback and ongoing development6. Significance: results are a major factor in employment decisions.

You can view all documents discussed at the COP Meeting at the following link: http://www.p12.nysed.gov/biling/bilinged/BilingualESLCOP.html. For more infor-mation about the Common Core Standards, please consult the website at: http://www.corestandards.org/ and see the article in this issue.

Though it was not considered at this meeting, the 14 Bilingual/ESL Technical Assistance Centers (BETACs) across New York State closed permanently on June 30, 2011. This puts both our schools and our LEP/ELL populations at risk of not having the appropriate resources to meet their educational and programmatic needs over the next five years.

Our new Commissioner of Education, Dr. John B. King, Jr., may not be familiar with the importance of the resources offered by the BETACs. You may e-mail him directly at: [email protected]. In addition, you may email the NYS Board of Regents on this issue at: [email protected].

At the Melville Marriott October 28-29th, I will be passing the gavel to our incoming President, Rebekah Johnson. I would like to thank the many wonderful members of my Executive Board and the many SIG and Region Leaders for their service to the organization. Special thanks to Cornelia Randolph, a constant sup-port and inspiration, and Fran Olmos, for her guidance.

You will be receiving ballots for the Executive Board slate in the mail shortly. Thanks to our Nominating Committee, led by Cornelia Randolph and Terri Brady-Mendez, for their time and efforts. Members, please do not forget to vote for your new leadership in our organization by returning your ballots. As always, please continue to keep in touch with issues, concerns, and ideas on how our organization can best serve you. Best wishes for a great school year to all.

Peace and blessings to you,Nanette Dougherty, President, NYS TESOL

From the President’s Deskby Nanette Dougherty, NYS TESOL President

2 Idiom Fall 2012 Vol. 41, No. 3

P.S. We’re so very excited to be launching our new Members Only website - please read more about it in this issue and log in soon to check it out. Please contact us with ideas!

language, and dictionary/glossary skills; and academic readiness in test-taking strategies, study skills, time manage-ment, notebook organization, public speaking skills, and computer skills. I also taught graph skills across the disci-plines. This class was one of a select few Jamaica High School English and ESL classes that benefited from TeenBiz3000 (Empower3000), a Web-based individu-alized reading program by Achieve3000.

Conversations with ELLs form part of the data collection that drives my curriculum changes. Several fi rst-year students (participants in Experiment I) reported the lessons and activities helped them pass content-area finals and New York State Regents examinations. When asked how the support class could be improved for the following year, ELLs suggested that I allot more time to science, continue teaching math and social studies, and retain com-puter instruction on TeenBiz3000. One student, who was particularly resistant to my teaching anything but ESL all year, later admitted he benefitted from content-area instruction by his ESL teacher. All students expressed a deep appreciation for the bilingual content area glossaries I provided.

In the second year (Experiment II), I spent less time on dictionary/glos-sary skills; did not teach idioms; and, upon careful review of recent livingen-vironment Regents exams, added an ecosystem unit, a lesson on pH, and group activities on bar and line graphs. I replaced the formal versus informal English lesson with daily academic English and everyday English explana-tions and defi nitions. Students assessed their multiple intelligences (Gardner, 1983; Gardner, 1993, 2996; McKenzie, 1999), and learning styles (Dunn & Dunn, 1993; Dunn & Griggs, 2003, 2004, 2007; Missere & Dunn, 2005).

I added native-language translations of key content vocabulary to my student notebook grading rubric. Groups researched continents and explorers and presented their PowerPoint slide shows to ELLs in other classes. Teen-Biz3000 was replaced by Study Island, Web-based instruction built on New York State standards, that provided all Jamaica High School students practice for English, mathematics, science, and social studies Regents exams; and for national Scholastic Achievement Test (SAT) and Advanced Placement (AP) exams. Based on requests from Experi-ment I participants for Internet resourc-es for speaking practice, I created lists of Web sites and links with podcasts and speaking exercises.

As I gear up for Experiment III in the 2011-2012 school year, I plan to devote more time to dictionary skills, such as alphabetizing, and contentarea textbook structure, with special atten-tion to textbook glossaries and indices; the participants in Experiment II were lacking in dictionary/textbook research skills and did not make optimum use of these resources. I provided a list of Web sites and links for Regents practice and bilingual glossaries, and will again provide copies of bilingual glossaries in Experiment III. I have decided to step up test-taking strategies and content writing practice in the zero period sup-port class beginning in September. Conversations with Families

Individual writing conferences often involve reinforcing the student’s strengths and discussing specific areas in need of improvement (Fountas & Pinnell, 2001). I had conversations with each student about his/her multiple intelligences and learning style profi les generated from the Dunn


Adolescent ELLs are second language learners who are still developing their proficiency in academic English. More-over, they are learning English at the same time they are studying core content areas through English. Thus, English language learners must perform double the work of native English speakers in the country’s middle and high schools. At the same time, they are being held to the same account-ability standards as their native English-speaking peers (Short & Fitzsimmons, 2007, p. 1).

Conversations with ELLs and colleagues are viable ways for ESL teachers to help their students navigate academic challeng-es. My short time at Jamaica High School has been fi lled with conversations that have driven my instruction to best support the ELLs in my charge.

Curriculum Experiments Based on Conversations with ELLs

At Jamaica High School, an ESL sup-port class is offered zero period, 7:22 to 8:06 a.m., to provide intermediate ELLs with additional targeted interventions. September 2011 will be the third year I am teaching zero period, and each year is an ongoing curriculum development action research experiment. I conduct the course as a combined resource room and advisory class model. Based on daily conversations with my students about their challenges, I provide homework help; teach problematic topics in mathematics, science, and social stud-ies; and assess and teach diverse skills necessary for academic success. The first year of the experiment, my curriculum included mathematics symbols and word problems; the living environment topics of scientifi c method, evolution, and organ systems; social studies topics of feudalism, estates, and analysis of political cartoons; English language arts topics of idioms, formal versus informal

Conversations in Support of High School ELLsby Victoria Pilotti

Fall 2012 Vol. 41, No. 3 Idiom 3

All the World’s a Stage: Ways in Which Teaching Is Like Actingby Victoria Pilotti

If “acting is energy,” teaching is many things: a combination of knowledge, experience, awareness, expertise, and care. It is also the energy we, as language instructors, bring into the classroom that absolutely affects the order of the day. As a theater lover and past occa-sional performer, I have often thought about the parallels between teaching and acting. Here are a few that come to mind.

You’re on stage. All eyes are on you. You’re the initial focal point of atten-tion. Your presence shifts the energy in the room. Sometimes, you literally have a podium, with desks arrayed in rows before you like patrons at a theater. There is noise, chatter, laughter, shuffl ing in the room until the lights dim. Curtain up! Enter stage left, the profes-sor. Cell phones get put away, or at least discreetly placed to the side. Chitchat dies down. The room is hushed a mo-ment, the pause of anticipation before the fi rst words of dialogue are spoken.

All eyes are on you. An actor uses her body to convey information about her character before she even speaks. So do you. How are you dressed? Does what you wear convey some message about your position in this play, your role, your persona as teacher, leader, or facilitator of the energy in the room? How do you walk in? Are your eyes downcast, refl ecting your students’ spent energy at the end of a long week, or do they sparkle? Do you walk in the room with pizzazz, transmitting vital energy to them, to create the cycle of

Acting is a sport. On stage you must be ready to move like a tennis player on his toes. Your concentration must be keen, your reflexes sharp; your body and mind are in top gear; the chase is on. Acting is energy. In the theatre people pay to see energy.— Clive Swift

give-and-take necessary for effective language learning? Do you use gestures, winks, and nods to convey information, emotion, even comedy? These are things worth thinking about, because one of the most important ways you are like an actor is in this all-important function. Your energy and presence set the tone.

Just as audiences must have faith in actors and suspend their disbelief to fully enter into the world the actors are creating, your students must agree to the unspoken contract of trust that bonds them to you in a vulnerable learning situation. Your ability to create that atmosphere of trust is important; your dynamism helps your class gener-ate energy that in turn feeds you and helps the learning environment be dy-namic. This is important for learning as well as for the teacher’s ability to sustain energy and passion both within a class and over her entire run.

Actors use their voices as tools, relying on not just word choice but inflection, intonation, varying volume, and the ju-dicious use of pauses to capture the au-dience’s attention, rivet them, spellbind them, draw them forward in their seats wondering “What’s next?” You too can use your voice itself as a tool that weaves the bewitching spell of energy, dyna-mism, and trust that makes for a lively and effective learning environment.

The show must go on. There are days when you can’t imagine generating that energy at all. On those days, you have to “act as if ”: put on your teaching persona as an actor dons a mask or stage makeup, preparing herself to go before the lights. If you don’t show up, or show up without energy, you might flop.

This leads us to the all-important teaching persona. As an actor slips into a role through preparation, curiosity, and the desire to share emotion and infor-mation with an audience, you can slip


• Join a group such as Toastmasters International, where you’ll learn tips for public speaking.

• Listen to and read poetry aloud. Learn about cadence, rhythm, and volume to use your voice more effectively—and to save it from too many of those hoarse, raggedy, “I’ve-spoken-too-much” days!

• Similarly, take a vocal or voice training class. Learn specific breathing exercises to strengthen your voice and to become expert in effectively and effi ciently us-ing and saving your voice.

Here is a website to get you thinking about your own parallels between acting and teaching: http://www/jbactors.com/actingphilosophy/actingquotations.html.

ReferencesGodwin, G. (1974). The Odd Woman.New York: Ballantine Books.http://www/jbactors.com/actingphilosophy/act-ingquotations.html

Elizabeth Fonseca is an avid traveler who has taught ESL/EFL in such countries as Italy, Turkey, and the United Arab Emirates. Her work has been published in the Arabia Review and the Traveler’s Tales series, among others. Her interest in acting stems from high school and community theater days, as well as more recent poetry read-ings. She currently teaches at Nassau Community College in New York.<[email protected]>

Good teaching is one-fourth preparation and three-fourths theater.— Gail Godwin

into your teaching persona, comprised of your sincere and genuine self with a soupçon of public-role poise, strategic sass, and teacher’s tools you’ve learned throughout your teaching days that help you on the way.

Is your persona the classic scholar? Do you have a little playful clown thrown in? Are you the compassionate guide, leading students to the knowledge they already possess? Can you switch hats to that of the taskmaster, pushing for and demanding the very best? It can be useful to think of the teacher role as composed of these different personae that serve useful functions in the various processes of learning, including en-abling you to reach students of different backgrounds, needs, and learning styles. Even if you are not like that, your alter ego, “Professor Picky”, can be. Although you are more lenient, “Scholar Strict” can be called upon as necessary to whip an underachieving class into shape. Being a teacher is a public role that requires daily public speaking; why not train for it and fi nd useful tools and approaches that may aid in maintaining your interest, creating a positive learn-ing environment, and aiding in efficient classroom management?

If you think some training might help you focus your body as instrument and help you channel energy more efficiently and effectively in theclassroom, here are some suggestions to get you started:

• Take an acting class. Learn how to use body language, breath, and voice to cre-ate energy and atmosphere.

• Take a public speaking class. Learn relaxation techniques, visualization tech-niques, and tips for effectively convey-ing a message.


Resources for Implementing the Common Core for ELLsby Diane Garafalo


The Common Core Learning Stan-dards (CCLS) have been adopted by dozens of states. The NYS Board of Regents adopted the new P-12 CCLS for ELA, Literacy, and Mathematics in January 2011; it will be phased in over the next year. Beginning in school year 2012-13, NYS assessments for English Language Arts and Mathematics will measure student achievement of the P-12 CCLS. Find New York State’s complete CCLS timeline at www.usny.nysed.gov/rttt/docs/ccsstimeline.pdf.

The initiative began in the spring of 2009 and was coordinated by the National Governors Association (NGA) Center for Best Practices and the Council of Chief State School Officers (CCSO). The advisory group for the initiative comprises Achieve, Inc., ACT, the College Board, the National As-sociation of State Boards of Education (NASBE), and the State Higher Educa-tion Executive Officers (SHEO).

The Common Core State Standards Initiative released a draft of the math and language arts content standards for public comment in September 2009, and the individual K-12 grade-level content standards in these subjects were released for public comment in March 2010. Both sets of content standards were finalized in 2010.

Criteria for Development This process differed from past stan-

dards initiatives because it was state led and had the support of educators across the country as well as prominent educa-tion, business and state leaders’ organi-zations. The standards were developed by the following criteria:

• Aligned with expectations for college and career success;• Clear, so that educators and parents know what they need to do to help

students learn;• Consistent across all states, so that stu-dents are not taught to a lower standard just because of where they live;• Inclusive of both content and the ap-plication of knowledge through high-order skills; • Built upon strengths and lessons of current state standards and standards of top-performing nations;• Realistic, for effective use in the class-room; • Informed by other top-performing countries, so that all students are pre-pared to succeed in our global economy and society;• Evidence and research based (Quay, 2010);• Application of the Standards for Eng-lish Language Learners.

Common standards can potentially provide a greater opportunity for states to share experiences and best practices within and across states that could lead to an improved ability to serve ELLs. The K-12 English-language arts and mathematics standards do include infor-mation on the Application of the Stan-dards for English Language Learners, located at http://www.corestandards.org/assets/application-forenglish- learn-ers.pdf.

One segment of the Application of ELA Core Standards recommends that to help ELLs meet high academic stan-dards in language arts it is essential that they have access to:

• Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom;• Literacy-rich school environments where students are immersed in a variety of language experiences;

• Instruction that develops foundational skills in English and enables ELLs to participate fully in gradelevel course-work;• Coursework that prepares ELLs for post secondary education or the work place, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources);• Opportunities for classroom discourse and interaction that are designed to enable ELLs to develop communicative strengths in language arts;• Ongoing assessment and feedback to guide learning;• Speakers of English who know the language well enough to provide ELLs with models and support;• Need for English Language Proficien-cy Standards.

The Common Core did not spell out how the standards applied to specific levels of English proficiency. It was left up to states to create English Language Proficiency Standards that align with the Core Standards or to explain how specific standards can best be taught to students depending on their level of English proficiency. In her July 12 blog at Education Week, “Learning the Language,” Mary Ann Zehr recognized this need by reporting that Stanford University has received a $1 million grant from the Carnegie Corporation of New York to create English Language Proficiency Standards for the states’ Common Core Academic Standards. Dr. KenjiHakuta, a professor of educa-tion at Stanford University, a member of the Common Core Validation Com-mittee, and a long-time expert on ELLs; and Maria Santos, the former director of programs for ELLs for the New York City school system, are co-chairs of this national effort to write standards for


ELLs to parallel the Language Arts and Mathematics Standards of the Common Core, as well as the Science Standards that are expected to be developed. This grant award fills the gap in the process of implementing the Common Core for ELLs (Zehr, 2011). The grant, which lasts for two years, is called “Building on Common-Core Standards to Improve Learning for English-Language Learn-ers.”

“The effort is to think about the con-tent areas in the common core that offer strategically fertile areas around which language instruction can take place,” Dr. Hakuta explained. “The standards will elaborate on what ELLs should know and be able to do in the content areas at different Englishproficiency levels,” he added. (Zehr, 2011).

Preparing ELLs for the Common Core—A Webinar On May 5, 2011, Dr. Hakuta presented a webinar at www.teachscape.com called “Research to Practice: Preparing ELLs for the Common Core.” He offered his thoughts and ideas during the webinar under the topic of planning for the Common Core, including:

• Recognize that language is necessary to teach, learn, and demonstrate under-standing in school subjects, and that this is true for all students, but espe-cially for ELLs;• Engage in the idea that excellence in instruction and assessment around content revolves around the idea of rich language use;• Build the professional development around the idea that language instruc-tion is the domain of all teachers, not just English Language Arts and ESL teachers;• Identify your objectives, assessments, and best practices in classrooms and en-

sure that you’re making progress toward those objectives;• Use the Common Core to recognize and amplify the opportunity for rich language development for ELLs and for all students (Hakuta, 2011).

According to Dr. Hakuta, there are some key elements for ELLs regarding the Common Core, including:

• The Common Core provides a strong incentive to examine thec role of language in content instruction and in assessment; there is a role for leadership to take advantage of this opportunity;• Even though the Common Core says nothing about the English Language profi ciency expectations of ELLs, there is a requirement that English language profi ciency be aligned to the Common Core;• There will be more commonality across states in the identifi cation of students because there will be more common profi ciency tests; • The Common Core has the potential to move ELL performance/ proficiency both across schools and across the coun-try (Hakuta, 2011).

Criteria for Writing Common Core Curriculum Materials

Last summer, the nonprofit group Common Core issued a set of free cur-riculum maps. The maps are designed to give an understandable sequence of thematic curriculum units that connect the skills provided in the ELAstandards with recommended student objectives, texts, and activities. Examples of these thematic curriculum units include: Grade 1: The Amazing Animal World; Grade 3: The People, the Preamble, and the Presidents; Grade 6: Folklore: A Blast from the Past; Grade 9: Literary Elements of a Short Story; and Grade

12: European Literature: Renaissance and Reformation. Common Core is working with schools and districts in different states to implement the maps. Arizona and North Carolina are using them statewide to help districts put the standards in place (Gewitz & Robelen, 2011).

Two writers have recently crafted documents outlining Common Core curriculum criteria. Working under a contract with the Bill & Melinda Gates Foundation, a strong supporter of the standards, David Coleman and Susan Pimentel, co-authors of the Common Core Standards for ELA/Literacy, wrote two documents highlighting the key ideas of the standards and describing the qualities of instructional materials they consider an accurate refl ection of them (Gewertz, 2011).

Common Core Assessments and PARCC

According to the National Governor’s Association/CCSSO, the Common Core State Standards will also ultimately be the basis for a system of high-quality assessments. New York State is a governing member of the Partnership for Assessment of Readiness for Col-lege and Careers (PARCC), which was awarded Race to the Top Assessment funds in 2010. The PARCC Web site can be viewed at http://parcconline.org/. Over the next few years, New York and 25 other states will develop a set of English Language Arts and Mathemat-ics assessments, which will be finalized in 2014-15 (NYSED, 2011). Common Core Standards Assessment Resources are located at http://educationnorth-west.org/resource/1331.

Idiom will work to keep readers aware of all the upcoming changes.


This is an ongoing column, featuring advice for effective teaching. Please send article submissions

to the column editor, Ann C. Wintergerst (contact information on page 22 of this issue).

Piece of Cake! Idiom activities and the importance of proper intonationby Andrew Edison Schneider


Idioms pop up everywhere in English media, often met with confused looks by our students. Even more advanced students have diffi culty using them with any degree of competence, especially if the idioms are culturally different from their own (Irujo, 1986). Given their importance, more at-tention should be paid to teaching idioms in ESL settings (Cooper, 1998). It is up to teachers to help students not only learn idioms, but also to encourage their usage in an intelligible manner. How can we incorporate idioms into classroom settings in a relaxed, communicative, and student-centered way? More important, how can we teach the intonation of idioms to achieve students’ maximum intelligibility? I have found the following three activities to be helpful for my students. BYOI—Bring Your Own Idiom

Each student chooses one idiom to “teach” the class. They may choose from any source, and learn it well enough to be able to explain it in front of their classmates. This is a great warm-up; it’s student-centered and exciting, since they have chosen these idioms themselves based on their own inter-ests. Don’t be surprised if a number of idioms come from Gossip Girl or Glee, American television programs centering around high-school students, so idioms relating to dating and shopping tend to surface quite often (i.e., It’s on me; She’s into him; Those shoes are totally you). During the students’ explanations, I stay off to the side and will assist only if the

situation calls for it; I have even done this activity remotely via Skype when I was home sick in bed. Having the students in charge of this activity made it quite manageable. It can also act as a springboard for all kinds of culturere-lated discussions. Where Is the CHAnge?

A major obstacle facing our students is intelligibility, especially when using idioms. While pronunciation may be a factor, an equally important factor is proper intonation. As the pitch in our voices rises and falls, these changes in intonation are processed by the listener (Cruttenden, 1986). If you have ever studied Chinese, Thai, or Vietnamese, you may be familiar with the inextri-cable link between the proper tone and communication. In English as well, when language is given the correct intonation, communication can be greatly enhanced. To emphasize this point with my students, I imitate the “wa wa” teacher from Charlie Brown. I walk around the class, lock eyes with a student, raise my hand, and slowly say “Wa, wa wa Wa?” What I am actually saying is “Hi, how are You?” Students inevitably guess correctly and are quite surprised that they can understand what I am saying. Once they have caught on, we can then create contextual situa-tions and apply the proper intonation. A mini-dialogue I might have with a student in front of the class, in which my role would be B, is as follows:

A: What are you doing this weekend?B: This weekend? Nothing special. I’ll probably just hang out.A: OK. Give me a call.B: Alright.

After the classmates have heard the dialogue, I will ask them, “Where is

the change?” Hopefully, they will hear “OUt” on the fi rst try. I will then mark it on the board. The rise in pitch at the beginning of “OUt” rather than on the word “hang” is essential to the intel-ligibility of the idiom as well as to the rest of the dialogue. Teachers play a vital role here. Once an idiom is presented, either the students or the teacher should provide/elicit the proper intonation and then mark it. This marking system is especially important for non-native-English-speaking teachers who may be unfamiliar with the proper intonation of idioms. The good news regarding idi-omatic phrases is that there are general intonation patterns. In an emphasized two-syllable word, such as “brainer” in the expression “no-brainer,” the word tends to receive a higher tone or pitch on the fi rst syllable. It’s a no- BRAIner. In the case of a one-syllable word, such as “cake” in the expression “piece of cake,” there is a higher tone on the fi rst half of the word: It’s a piece of CAke. In either case, the rising intonation at the beginning is then followed by a falling intonation. Saying the idiom in front of your students in slow motion can really help to clarify this, and it is also good for a laugh. When students know the proper intonation, communication can be achieved even with less-than-perfect pronunciation. This is good news for our students, as it is generally much easier to change the pitch of a word than to pronounce the word properly. Mini Dialogues

The mini dialogues written by the stu-dents, followed by an in-class role play, are not only a lot of fun but practical and effective exercises for ESL students (Nunan, 2003; Scott & Ytreberg, 2000). They could be done as homework or in class individually, in pairs, or in groups. These dialogues supply the context

ReferencesCooper, T. C. (1998). Teaching idioms. Foreign Language Annals, 31(2), 255-266.

Cruttenden, M. (1986). Intonation. Cambridge, UK: Cambridge University Press.

Irujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20, 287-304.

Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal Speech & Hearing Research, 32, 59-66.

Nunan, D. (2003). Practical English teaching. New York: McGraw Hill.

Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to children. New York: Longman.

Andrew Schneider has been teaching ESL/EFL for 20 years, having taught in Japan, Spain, and the United States. He currently teaches medical students in Kanazawa, Japan.<[email protected]>

Introduction from the new Idiom Editor,

Cara Tuzzolino Werben

Greetings Idiom readers,I am delighted to combine my back-

ground in publishing with my love of TESOL as the new editor of Idiom. Thank you to my predecessor, Julie Dziewisz, for her great work and help with a smooth transition. I also thank the column editors, copy editor, NYS TESOL leadership and members for the warm welcome.

My career began with a B.A. in journalism from NYU. After I switched to marketing, and later fundraising, I volunteered in an ESOL classroom and loved it. I enrolled in Teachers College, Columbia University, graduated with an Ed.M. in TESOL, and began work-ing as an adjunct at Pace, CUNY, and Columbia.

Presently, I work in an intensive English program at Nassau Commu-nity College. We focus on improving students’ skills through an integrated, holistic approach, so that they can exit our program and be prepared for college-level work. I also instruct and mentor aspiring TESOL teachers at the Literacy Assistance Center.

I welcome the chance to meet with interested writers during the Annual conference in October. See you there!—Cara

<[email protected]>


necessary to achieve natural usage and effective communication (Nippold & Martin, 1989). The task is to write mini dialogues, where each dialogue contains at least one idiom from class, either from our text or from one of the students’ BYOI. There should be just enough context (4-6 lines) for the exchange to be meaningful (Nippold & Martin, 1989).

Make sure the students understand that even though these dialogues are be-ing written down, they should be striv-ing for spoken and not written English. I also ask them to consider the roles of the speakers as in the following student dialogue (the professor is putting on her coat as her student enters the office):

A: Excuse me. Professor? Are you busy?B: I’m running LAte, actually. I’ll be here tomorrow.A: Ok, thank you.B: Alright.

This exchange meets the criteria in that it is a spoken dialogue, the roles are defined, at least one idiom is used, and the idiom is marked with the proper intonation. Once their dialogues are done, I collect, correct, and return them. Afterward, I circulate, taking student questions on my corrections. Then, I have each pair practice and perform at least one of their dialogues in front of the class. Eye contact, body language (students must sit facing each other), and voice management should be emphasized during practice time. Be sure to circulate, as some students will simply read the dialogue together. I walk around with a blank sheet of 8½ x 11 paper, which I use to cover up the dialogue they are working on. This forces them to look up and, hopefully, at each other. The students then per-

form at the front of the class. I act as the director, yelling “Action!” and opening/closing my cell phone like a director’s slate. The class listens for the idiom used in the dialogue. This is always fun, as students enjoy watching their classmates perform. I like to supply props/wigs to spice it up. Be prepared for the cameras to come out! I also quiz them on the idiom and the intonation right after each dialogue. Conclusion

English continues to be a global language. Proper knowledge and usage of idioms are powerful tools for any-one requiring English in daily com-munication. By focusing on the proper intonation for our students to achieve maximum intelligibility, we are bet-ter equipping them for the English-speaking world. It is important for us as teachers to go the extra mile.

For ELLs, Talking Is Learningby Elaine Caputo Ferrara

ESL teachers employ a variety of in-structional tools in the classroom. Con-versation can be used to help students practice pronunciation, to prepare and develop a well-thought-out paragraph, and to enhance listening skills. Most important, conversational activities tap into students’ schema to help them fully develop critical thinking skills in Eng-lish. Below are several activities I have used with my students.

To introduce the concept of students’ origins, I show students how to use the Reporter’s Questions (Who, What, When, Where, Why, and How) to gather information. Students partner with one another to ask these questions and record the answers. When the class comes together again, I ask the group, “Who has a partner coming from a country whose name begins with the letter A?” Students might answer Ar-gentina. The class then identifies which continent Argentina is on. Students check the map in the classroom to know more about their partner’s home country. This is repeated until the end of the alphabet. Students work with their partners to see what they already know about these countries. This prior knowledge helps students realize that they know more than they think about geography and other topics.

Next, the class discusses the variety of languages spoken by the students. After obtaining this information, students put the names of these languages on the board. This fi rst conversation in class provides information needed for the fi rst writing assignment, which is the biography of a class member. The first draft begins in class and is peer reviewed for content by the student’s conversation partners. Their homework is to review the draft and to rewrite it at home on the computer. The next day, I review the homework with students and focus my

comments on a grammatical topic, such as verb tense usage. I choose to focus my feedback on one or two aspects of the writing assignment so that a completely marked-up paper does not increase students’ writing anxiety.

The next assignment involves reading a biography about a famous American. It might be a commonly known Ameri-can like George Washington or someone from a particular field. After forming groups and prior to reading, students discuss what they already know about the person and what they expect to see in the article. I introduce the concepts of topic and main idea as well as vo-cabulary specific to the story. After read-ing the biography, students individually answer the Reporter’s Questions from the article, and then share their answers with their conversation group.

In groups, students generate their own questions using the Reporter’s Ques-tions. When the class comes together, one student from each conversation group writes one question on the board—the questions should not be duplicates of other groups’ questions. Students read each question aloud. I ask the whole class for grammatical correc-tions to the questions. After completing the exercise, students write a summary of the biography—they can use these questions or the ones from the conver-sation group—and show this to their conversation partner for feedback. Their homework is to create a revised version of the in-class written summary that in-corporates their partners’ feedback. They staple the draft to the top of the rewrite.

Using conversation sheets, such as those available at www.bogglesworldesl.com, also provides opportunities for in-teraction. Each conversation sheet cen-ters on a theme such as seasons, media, habits, and customs. These can be used to talk about the topic in conversation

groups, to learn vocabulary specific to a topic, and to practice pronunciation. I ask students to look up definitions of highlighted words on the sheets. As an instructor, using these sheets is a way to determine students’ familiarity with American culture and to plan class trips. Students can also conduct research to enhance their knowledge about media.

I used these conversation activities with levels 3 to 7 students (as measured by the Best Plus) enrolled in non-credit ESL CUNY courses for a semester or more. Students ranged from 18 to 60 years, were from all over the world, and spoke a wide variety of languages. Some were recently arrived professionals who had university degrees; others had a basic education in their native country.

Students developed a sense of com-munity because of the shared conversa-tion exercises. Many good friendships began in class and continued after graduation. These friendships made it more enjoyable for many to attend class on a regular basis and did lead to fewer absences. By the end, students learned how to express their ideas more clearly in English and how to formulate questions for future educational use. Their critical thinking skills were used to evaluate the new information and to compare it to what they already knew.

Elaine Caputo Ferrara received a Mas-ter’s degree from N.Y.U. in educational psychology, with a specialty in reading and special education. At the College of Staten Island, she teaches reading and writing to college students in ESL classes. Recently, she developed a citi-zenship class for students.<[email protected]>


CALL FOR AWARDS

Exceptional Professionals

To honor contributions made within our field, NYS TESOL presents several awards annually, including:

James A. Lydon Distinguished Service AwardOutstanding Teacher Award

Recognition AwardLifetime Achievement Award

James E. Weaver Memorial AwardSpecial Award

Year Award Honoree2010 Recognition Award Dr. Anita Batisti Outstanding Teacher Dr. Maria Dove2009 Lifetime Achievement Award Estee Lopez Recognition Award Dr. Walter Sullivan & Saul Cohen Outstanding Teacher Barbara Suter2008 James E. Weaver Memorial Award Alison O’Neil Recognition Award Sam Hoyt Outstanding Teacher Donna Bove2007 James A. Lydon Distinguished Service George Morris Recognition Award Maria Neira Outstanding Teacher Dr. Andrea, Honigsfeld & Caryn Bachar2006 James A. Lydon Distinguished Service Dr. Frank Tang Outstanding Teacher Patricia C. La Rose2005 James A. Lydon Distinguished Service Diana Segovia& Praus

2011 Award Winners will be presented at the 41st Annual Conference October 28th & 29th, 2011

Please review our available awards and criteria for submission at www.nystesol.org. Submit all nominations and supporting documentation as attachments via e-mail to: Meredith Van Schuyler, [email protected] All submissions due September 23, 2011.

Come to the Annual ConferenceOctober 28-29, 2011

New York State Teachers of English to Speakers of Other Languages

41st Annual Conference

“Enhancing English Learning: Connecting Communities Through Collaboration”

Marriott Hotel — Melville, NY

For further information, go to www.nystesol.org

and check your e-mail on theNYS TESOL Listserv

If you are interested in volunteering or have questions, contact Conference

Chair Christy Baralis at [email protected]


More Grammar Games: Cognitive Affectiveand Movement Activities for EFL StudentsBy Mario Rinvolucri and Paul Davis

Mario Rinvolucri and Paul Davis’ More Grammar Games: Cognitive, Affective and Movement Activities for EFL Students provides a revamping of their earlier work Grammar Games, which was originally published in 1984. The authors designed the text to provide EFL/ESL teachers with a framework for games that can be modified to be appropriate for different age groups and varied English proficiency levels. Therefore, while the usefulness of the book as a supplemental text in the adult ESL classroom is the main purpose of this review, its utility can be applied to various teaching scenarios.

The text is divided into nine sections including “Competitive Games,” “Cog-nitive Games,” “Feelings and Grammar,” “Listening to People,” “Movement and Grammar,” “Meaning and Translation,” “Problem Solving,” “Correction” and “Presentation,” for a total of 81 games, or mini-lessons. As the titles suggest, many lessons are rooted in the principles of well-known English language learn-ing methodologies including the Silent Way, as well as Counseling-Learning/Community Language Learning (CLL). The book begins with a table of contents

noting the games and page numbers. This is followed by a detailed map of the book with the game titles, grammar top-ics covered, and levels and time needed. The introduction also includes com-mentary from the authors on how the book can be used and their rationale for the methodologies utilized by section.

Each game begins with the title of the game and a box restating the details from the map of the book. If the game can be adapted for other structures and levels, a sub-box states this. To start the main portion of the mini-lesson, the authors note any preparation required before class. This is followed by a breakdown of the in-class procedures of the game. The authors also include ex-amples, variations, a rationale overview, and notes or acknowledgements when necessary. Lastly, any required hand-outs are provided. On a minor note, the examples and handouts are written

using British English vocabulary. In the case of classes in the United States, instructors will need to rewrite these in Standard American English.

The first section includes competitive games, which are designed to increase motivation by fostering collaboration within groups while creating a safe, spir-ited environment. Many of the games in this section focus on the correction of material provided by the teacher. This, of course, means that the instructor must devote time to the preparation of the game. For some this could be less

than ideal.The cognitive games in section two

are unique in their structure as, accord-ing to the authors, the exercises are mostly open-ended ones: this differs from many grammar exercises that require one correct response. The flex-ibility of the activities allows students to discover various aspects of the language without the direct influence of the instructor. While these types of activi-ties can be very creative and have their place in certain contexts, giving students unlimited control over the types of sentences produced can cause the direc-tion of the lesson to be diverted. For this reason, although this section follows the Silent Way method in its purest form (Larsen-Freeman, 2000), the lack of final language destination does not follow the integrated and pragmatic way that the Silent Way is often practiced in the classroom.

Sections three and four, which deal with feelings and listening to others, respectively, are arguably the strongest chapters. Here, games are designed to promote healthy interpersonal discus-sions, which require speakers to make use of a specifi c grammar structure. Many teachers can attest to the positive infl uence that mutual understanding, respect and personal investment in the classroom can have on productiv-ity (e.g., Counseling Learning and Community Language Learning—see Larsen-Freeman, 2000).

Cambridge University Press. Cam-bridge. UK. (2010). 176 pp. ISBN: 978-0-521-46630-1

Reviewed by Kathryn North

This is an ongoing column, featuring

reviews of books and other mate-

rials for ESOL teachers and stu-

dents. Please send article submissions

to the column editor, Nanette Dougherty (contact information is on page 22).C

Good teaching is one-fourth preparation and three-fourths theater.— Gail Godwin



ReferencesBaker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Toronto: MultilingualMatters.

Gardner, H. (2006). Multiple intelligences: New Horizons. New York: Basic Books. Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Chal-lenge Zone. Portsmouth, NH: Heinemann.

Larsen-Freeman, D. (2000). Teaching and Principles in Language Teaching (2nd ed.). New York: Oxford University Press.

Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.) (pp. 251-266). Boston: Heinkle & Heinkle Thomson Learning.

Rinvolucri, M., & Davis, P. (1995). More Gram-mar Games: Cognitive, Affective and Movement Activities for EFL Students. New York: Cam-bridge University Press.

Kathryn N. North is a recent graduate of New York University’s Master’s Program in TESOL. An ESOL instructor with the New York Public Library, Kathryn also tutors writing and devel-opmental reading at the Borough of Manhattan Community College.<[email protected]>

Section five is made up of games that incorporate grammar and movement. While there is a modicum of Desug-gestopedia inherent in games through-out the text, this section explicitly focuses on the usage of movement to instill language concepts. The rationale seems to be that students are more open to language learning when the precon-ceived mental and emotional barriers to learning are “desuggested” through lighthearted activity (Larsen- Freeman, 2000).

In the meaning and translation games found in section six, the minilessons focus on having students develop a deeper grasp of the nuances and root meaning of language by linking English with their mother tongue. While the debate over the use of translation in the ESL classroom continues, using native languages as a resource in the foreign/second language classroom can help to build linguistic abilities in both lan-guages, bridge existing knowledge to the acquisition of the new language, and give validity to the fi rst language (Bak-er, 2006; Gibbons, 2009). Therefore, if instructors use these mini-lessons, they may find that when properly admin-istered, deep learning can take place during games that use translation.

The last three sections are less substan-tial. Section seven deals with problem solving. Section eight offers techniques for self, peer and teacher corrections. Finally, section nine recommends alternatives for the presentation of new grammar topics to a class.

Both students and teacher have much to gain from More Grammar Games. The authors offer ideas for games that appeal to many different learning styles. With the exception of musical and natural intelligences, this book contains games that promote all the multiple intelligences (Gardner, 2006). The book

also lists games specifi cally designed to strengthen receptive skills to help stu-dents become more active listeners and readers. Furthermore, utilizing grammar games, an instructor can adeptly intro-duce grammar topics without the use of overt grammatical language. Although the discussion of teaching grammatical form vs. focusing on communicative interactions is still very predominant in the ESL teaching fi eld, research has shown that the integration of grammar with contextualized language creates the most effi cient mode of learning (Lars-en-Freeman 2001).

To offer some criticism, the orga-nizational structure of the text can be challenging. For those who normally organize lessons in a progression of scaf-folded topics, the division by underly-ing pedagogical approaches may be less intuitive. In addition, the organization within the sections is unclear and fi nd-ing a game for a specific grammar topic or level requires some hunting within the map of the text. Further, many of the games, especially in sections one and two, require a fair amount of setup. While an instructor may hope to use a book of games as a quick reference for lesson ideas, the time required for fi nding an appropriate lesson and setup prevent the book from being used in that manner. Finally, while one would assume that all of the games are related explicitly to grammar, some have a more semantic focus. This does not deter the student from gaining knowledge but should be noted.

Small Talk: A Meaningful Conversation Toolby Joy Scantlebury

Engaging English Language Learn-ers (ELLs) in a few minutes of small talk prior to the start of ESL class can be a very useful strategy. The purpose of small talk is not about gauging how grammatically correct my students can speak in English -- although I do make mental notes of students’ grammati-cal diffi culties for subsequent lessons. It provides the opportunity for my students to be heard in a very relaxed setting, while allowing their English to emerge. It certainly can be a challenge to insert those few minutes during the fast-paced schedule of a typical school day, but I have found it to be a source of valuable information.

I often begin the small talk session with an informational “wh” question such as “How was your appointment at the dentist?” or “What did you do after school yesterday?” The responses are quite revealing. Some students, especial-ly those in middle school, are initially guarded, while others seem surprised that I want to know more about them. Gradually as they learn to trust me as well as their classmates, the students slowly open up. It is gratifying to see a once painfully shy kindergarten student now coming to class with daily an-nouncements such as, “You know what? Yesterday, I lose (sic) a tooth.”

There are other times when students express more sensitive issues, which we discuss further in private. One example of this occurred when an ELL in third grade told me during our small talk session that one of the other students in the mainstream class made fun of his speech and called him “stupid.” Neither his classroom teacher nor I had noticed any tension between these two students. The fact that the ELL who mentioned this incident had always felt self-con-scious about his ability to speak English prompted my immediate arrangement

of a meeting with his teacher and the other student. Fortunately, we were able to resolve the situation, but it taught me to become more vigilant when working with ELLs in the mainstream classroom.

It is impressive to listen to a student retell a story or incident, but the most gratifying part is when he or she is able to connect it to a new concept. When studying the concept of cause and effect during a reading lesson, I sensed that only a few students understood this concept, while many did not. Sud-denly, one student announced, “Do you remember when I told you the story about how I accidentally spilled water on the kitchen floor?” He proudly con-tinued, “That was an example of cause and effect. The cause was when I spilled water on the floor. The effect was when my mom became angry.” His classmates nodded their heads in agreement. It was as if a light bulb had been turned on! I could not have provided a better example of cause and effect!

As ELLs become more confident in speaking English, more of their person-alities emerge. During one of our small talk sessions, I asked a beginning ELL in the fi rst grade, “Where does your brother go to school?” Without hesita-tion, she stated, “My brother go (sic) to Sleepy Hollow School. Zzzzzzzz. Sleepy School. I am soooo sleepy!” as she put her head on the desk and pretended to sleep. Prior to that comment, I had not seen that humorous side of her. I noticed how thrilled she was that she had made me laugh. I then decided to follow her quip with another “wh” ques-tion. I tapped her on the shoulder as her eyes snapped open and her head bobbed up from the table. “What does your brother like to do at school?” I asked. She smiled and impishly replied, “He like (sic) to sleep.” How clever this little girl was! I realized several things during

our small talk exchange. This student demonstrated that she understood the word “sleepy”, she connected that un-derstanding to a different context, and she found a way to make it humorous. None of these is easy to do, especially at the beginning of the language acquisi-tion process. Later in the day, I had this student retell the joke to her teacher and some of her classmates. This small talk session was a pivotal moment for this student because she was clearly pleased to see that she could be funny in English.

I have noticed that ELLs have the capacity to dissect words in interesting ways, especially when these words are spoken. When native English speakers think about words, we tend to focus on the sum and not the parts. When a student was beginning ELL in second grade, I recall his reading a passage out loud. After encountering the two-syl-lable word, “awesome”, he pronounced it as if were a threesyllable words, “a – we—some”. Prior to that day, I had never realized that the word “awesome” is comprised of three smaller words: “a”, “we” and “some”. That was a revelation for me. How awesome! I am sure that many ESL teachers utilize small talk or some variant of it in their classrooms. It is not a novel concept, but I fi nd that it is valuable during a limited amount of time. Conversations, which on the surface may appear superfl uous, are in actuality a gold mine of enriching and relevant information.

Joy Scantlebury is a graduate of Smith College. She received her M.A. in TESOL from Teachers College, Colum-bia University. Joy currently teaches ESL at Pocantico Hills Central School in Sleepy Hollow, NY. <[email protected]>



Top: Everyone listens as Ufualè Afola Amey talks about learning English from her teacher Dave, a Peace Corps volunteer.

Right: Sonia Portugal, Peru, performs Floating Words, a dance she choreographed to portray the spirit of English language learning.

Left: Ahmed El-Habashi, Egypt; Tomoko Kihira, Japan; Ufualè Afola Amey, Togo; Osiris Romero, Dominican Republic and Elena Lyumanova, Russia, come together in anticipation of their panel presentation.


Resources for Implementing...(continued from page 7)


Some Helpful Resources• Common Core Curriculum Maps: www.com-moncore.org/free/

• Common Core Standards and English Lan-guage Learners: www.colorincolorado.org/educa-tors/common_core

• Common Core State Standards Initiative Web site: www.corestandards.org

• Common Core Standards Work for ELLs: The Importance of Linking English Language Proficiency Standards to the Common Core Standardswww.colorincolorado.org/powerpoint/EL-LELPStandardsPPT%20Slide.pdf

• K-6 Units in ELA Aligned with Common Core Standards: www.elementarytests.com/blog/k-6-ela-common-core/

• P21 Common Core Toolkit www.p21.org/images/p21_toolkit_fi nal.pdf

• www.thejournal.com/articles/2011/08/02/common-core-toolkit-aligns-standards-with-21-stcentury-skills-framework.aspx

Websites of the members of the advisory board to the Common Core Initiative: Achieve, Inc.: www.achieve.org

ACT: www.act.org

The College Board:www.collegeboard.com

National Association of StateBoards of Education:www.nasbe.org

State Higher Education ExecutiveOfficers: www.sheeo.org

ReferencesAugust, D., Cortese, A., La Fonde, S., Leos, K. (2010). Making Common Core Standards work for ELLs: The importance of linking English Language Proficiency Standards to the Common Core Standards. October 21, 2010. AFT Educa-tional Policy Forum. http://www.colorincolora-do.org/powerpoint/ELL-ELPStandardsPPT%20Slide.pdf

Colorin Colorado (2011). Common Core Stan-dards and English Language Learners. Reading Rockets. WETA Learning Media. http://www.colorincolorado.org/educators/common_core/

Gewertz, C. (2011). Common Core Writers Craft curriculum criteria, July 22, 2011. Educa-tion Weekly. http://www.edweek.org/ew/articles/2011/07/21/37curriculum.h30.html?tkn=UPSFLpcFv4ebJmsg2qZx2C7B8rKm7AL%2FiacG&cmp=clp-sb-ascd

Gewertz, C., & Robelen, E. (2011). Curricu-lum maps aim to bring ELA Standards to life. July 25, 2011. http://blogs.edweek.org/edweek/curriculum/2011/07/the_nonprofit_group_com-mon _cor.html

Hakuta, K. (2011). Webinar: Research to practice: Preparing ELLs for the Common Core, Teachscape, May 5, 2011. http://marketing.teachscape.com/K12KenjiELLMay2011Webina-rAccess.html

Lopez, E. (2010). ELA Standards: Shifting the focus to the Common Core comments, standards and curriculum, NYS TESOL, October 2010. http://www.nystesol.org/curriculum-standards/standards.html

Nagel, D. (2010). Feds award $330 million to fund alternatives to high-stake bubble tests. The Journal, September 2, 2010. http://thejournal.com/articles/2010/09/02/feds-award-330-mil-lion-to-fi nd-alternatives-tohigh-stakes-bubble-tests.aspx?sc_lang-en

NYSED (2011). FAQs—Common Core learn-ing standards. http://www.p12.nysed.gov/ciai/common_core_standards/faq.html

NYSUT (2011). Educational Resources for Eng-lish Language Learners. http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/k12_13765.htm

Quay, L. (2010). Higher standards for all: Implications of the Common Core for equity in education. Civil Rights Research Roundtable on Education, Berkeley Law, April 2010. http://www.law.berkeley.edu/fi les/Education_Round-able_Standards_Brief_ 4_10.pdf

Washington State School Board (2010). Com-mon Core Standards— Process FAQs. http://www.sbe.wa.gov/documents/FAQ%20Com-mon%20Core%Standards%20Process.pdf

Zehr, M. A. (2011). Conference: Implementing Common Core Standards for ELLs, Learning the Language Blog, August 11, 2010. Educa-tion Weekly. http://blogs. edweek.org/edweek/learning-thelanguage/2010/08/conference_im-plementing_common.html

Zehr, M. A. (2011). Stanford to lead creation of ELL standards for “Common Core” Learning the Language Blog, July 12, 2011, Education Weekly. http://blogs.edweek.org/edweek/learn-ing-thelanguage/2011/07/stanford_to_lead_cre-ation_of_e.html

Diane Garafalo is a former ESL teacher at Oswego City School District. She was also a secondary English teacher, with a total of fi fteen years of public school teaching experience. Diane’s previous positions include working as an adjunct professor of written communications for ITT Technical Institute and a human resources and training manager for a variety of Fortune 500 companies. Currently, Diane is an HR and workforce literacy consultant for DRG Associ-ates. <[email protected]>

Idiom is a quarterly publication for members of NYS TESOL. The editors welcome articles as well as reactions to articles. All copy (maximum 1000 words, typed, double-spaced, with word count provided ) should follow APA guidelines and be submitted via e-mail (MS Word). Please include your name and address (including telephone num-ber and e-mail address), as well as a brief (3-4 sentences) biographical statement. Please visit idiom.nystesol.org for links regarding APA guidelines and to view a sample article.

Idiom’s editorial goals are to be ac-curate, to maintain the writer’s message, content, and style, and to fi t the work in the space allotted.

Idiom reserves the right to edit all manuscripts for clarity, brevity, and style; the editors will consult with con-tributors on substantive revisions. Ar-ticles from Idiom may be reprinted with proper acknowledgment of the source.

Editor:Cara Tuzzolino WerbenLINCC-Nassau Community CollegeOne Education Dr.Garden City, NY 11530(516) 573-0165E-mail: [email protected]

Editorial Consultant:Ceil Goldman

Printing and Mailing:The Coughlin Printing Group, Water-town

Column Editors:Book ReviewNanette DoughertyEmail: [email protected]

Culture NotesElisabeth Gareis257 Crest DriveTarrytown, NY 10591Tel.: (914) 524-7915E-mail: [email protected]

Promising PracticesAnn C. WintergerstDept. of Languages and LiteraturesSt. John’s UniversityQueens, NY 11439E-mail: [email protected]

Please submit articles based on presenta-tions at the NYS TESOL conference (Oct. 28-29, 2011) “Enhancing English Learning: Connecting Communities Through Collaboration” at Melville MarriottSubmission Deadline: December 1

Upcoming Idiom Themes

Annual Conference TBD

Deadlines and themes for 2012 will be published in the Winter 2011 issue of Idiom.

Editorial Notes



3

4

2

1• Collaborative Craftsmanship: Through conscious efforts for continuous im-provement of the craft of teaching, teachers explore ways to enhance in-structional time, language development, and content area resources, and offer support for each other.

Table 1 shows how the concept of col-legiality and collaboration may offer a system of support in a linguistically and culturally diverse school context by including the four Cs with ample examples.

Collaborative Conversations*(continued from page 1)

Table 1: The Four Cs of CollaborationCollaboration may start out as a small, grassroots effort, involving only two or three teachers who share the responsibility for some of the same ELLs and are concerned about their students’ progress. It may involve an entire grade level. Some examples include grade clusters working together to develop or enhance curricula in elemen-tary schools; an interdisciplinary team of math, science, social studies, English, and ESL teachers (sharing responsibility for a cluster of classes in middle schools); or a discipline-specifi c department (focusing on preparing all students to meet gradua-tion requirements of high schools). Regardless of the local context, all these collab-orative efforts start with professional conversations, through which teachers collab-oratively explore their students’ needs and responsive practices.

ReferencesDelliCarpini, M. (2008). Teacher collaboration for ESL/EFL academic success. The Internet TESL Journal, 14(8). Retrieved from http://iteslj.org/Techniques/DelliCarpini-TeacherCollabora-tion.html

DelliCarpini, M. (2009, May). Dialogues across disciplines: Preparing English-as-a-second-lan-guage teachers for interdisciplinary collaboration. Current Issues inEducation (Online), 11(2). Retrieved from http://cie.ed.asu.edu/volume11/number2/

Honigsfeld, A., & Dove, M. (2010). Collabora-tion and co-teaching: Strategies for English learn-ers. Thousand Oaks, CA: Corwin Press.

National Commission on Teaching and America’s Future (NACTAF). (2009). Learning teams: Creating what’s next. Retrieved from http://www.nctaf.org/documents/NCTAFLearningTeams-408REG2–09_000.pdf

NEA (2009). NEA reiterates collaboration as key to keeping teachers. Retrieved from http://www.nea.org/home/31477.htm

Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-asa-second-language and content-area teachers. Teaching and Teacher Education, 27, 463-471.

Dr. Andrea Honigsfeld is associate dean and professor in the Division of Education at Molloy College, Rockville Centre. She is the co-author with Maria Dove of a recently published book, Collaboration and Co-Teaching: Strategies for English Learners (Corwin Press, 2010). <[email protected]>*Sections of this manuscript have grown out of the author’s collaborative conversations with Dr. Maria Dove and are featured in their coauthored book, cited above.


Collaborative Conversations Talk about • Students’ needs • Teachers’ own struggles • Students’ lives • Teachers’ own successes • Students in and out of school work • What matters to you, the teacher • Curriculum and instruction

Collaborative Coaching Use peer coaching to improve • Lesson planning • Adapted content • Lesson delivery • Modified instruction • Unit design • Assessment practices • Use of supplementary materials

Collaborative Curriculum DevelopmentAlign • Unit goals • Curriculum maps • Adapted texts and materials • Resources• Primary and supplementary instructional materials • Lesson objectives (language objectives and content objectives)

Collaborative Craftsmanship Explore • ELLs’ background knowledge • ELLs’ prior learning • Peer coaching • Using time more effectively • Planning instruction collaboratively or in the context of co-teaching • Effective methods for aligning curriculum and objectives • Making the most of collaborative efforts

The field of ESOL has lost one of its most revered members, Jeanette D. Macero, who died May 9, 2011. Jeanette was passionate in her dedica-tion to non-native speakers of English as exemplified by her teaching, men-toring and participation in professional organizations.

Jeanette, one of the founders of NYS ESOL BEA (now NYS TESOL—see note below), was a leader in that orga-nization nonstop until her retirement from Syracuse University in 1998, as

associate professor of English and TESOL coordinator of languages, literatures and linguistics. She moved to Medfield, MA to be near her family.

Many NYS TESOL members will testify to the mentoring they received from Jeanette, who held leadership positions in the organization for her entire career. Jea-nette graduated with a BA in English from Barnard College, an MA in linguistics from Columbia University, and did doctoral study in linguistics at the University of Michigan. She was president, second vice president twice, and chair of various TESOL committees: publications, paper selection, awards and nominations. Twice, she received the NYS TESOL Distinguished Service Award.

In addition to Jeanette’s full-time teaching at Syracuse University, she published skill books for beginners of English through Laubach Literacy (now known as ProLiteracy), as well as a number of scholarly papers and addresses, edited books of readings, and acted as consultant to many groups.

All those who knew Jeanette are aware of her many accomplishments in profes-sional organizations and her skillful teaching, but those closest to her will remem-ber most her kind and compassionate manner to all she met and worked with, her hearty laugh, and her engaging personality. Jeanette’s friends and colleagues have lost a treasure. Vel Chesser, retired from Syracuse University, can be reached at <[email protected]>Editor’s note: With thanks to NYS TESOL historian George Morris: The very first organization was called NY TESOL (No “S” for State), then NYS ESOL BEA. The founding date is 1970 (hence our 40th anniversary in 2010). The split into NYS TESOL and NYSABE was in the early 1980s.

NYS TESOL Remembers Jeanette D. Maceroby Vel Chesser

NYS TESOLSpecial Interest Groups (SIGs) and Regions Leadership Directory 2010-2011

SIG LeadersSIG CoordinatorLaura Van Tassell <[email protected]>

Assistant SIG CoordinatorJennifer Scully <[email protected]>

Applied LinguisticsAndrew Miller, Lindsay Wells<[email protected]>

ESL in Adult EducationTamara Kirson <[email protected]>

ESL in Bilingual Education Co-ChairLydia Gutierrez <[email protected]>

ESL in Elementary Education Co-ChairsSusan Goldstein, Diane Howitt<[email protected]>

ESL in Higher Education Co-ChairsDafna Ben Anath, Lisa Kraft <[email protected]>

ESL in Secondary EducationLan Ngo <[email protected]>

ESL in Special Education Co-ChairPatty Barry <[email protected]>

Teacher Education Co-ChairsSoonhyang Kim, Joanna Labov<[email protected]>

Teaching English Internationally Co-ChairsClaudette Oliveras, Melissa Duquette<[email protected]>

Regions LeadersRegions CoordinatorTina Villalobos <[email protected]>

Assistant Regions CoordinatorLynn Ellingwood <[email protected]>

BuffaloElena Dokshansky-Zelfond <[email protected]>

Capital Region Co-ChairsLiz Allen, Roma Kumar <[email protected]>

Hudson Valley Co-ChairsKatie Werner Rebecca Horwitz <[email protected]>

Long IslandVicky Giouroukakis <[email protected]>

New York City Co-ChairsJoe Tillman, Elaine Roberts <[email protected]>

Rochester/Syracuse Co-ChairsGloria Dancause, Elaine Ferlicca <[email protected]>


Conversation Tableby Sarah Elia

Once a month, the Haggerty English Language Program at SUNY New Paltz hosts an informal learning luncheon known as Conversation Table to encour-age casual conversation on a range of topics in an inviting environment. The program was established to help pro-mote interaction and dialogue between international students (particularly ESL), faculty, and staff and American students interested in international stud-ies. Occasionally, community volunteers attend as well.

Conversation Table is held at the Center for International Programs on a different weekday each month to ensure that students have the opportunity to attend at least once a semester. At the catered lunch, 20-25 guests meet for 45 minutes. Attendees are seated at a large rectangular table conducive to interac-tion. Faculty, staff, and volunteers may lead discussions with students on topics such as food, cultural similarities and differences, religion and government. If a student seems lonely, the faculty is there to make introductions and initiate dialogue.

The program promotes Conversation Table in a variety of ways. At the begin-ning of each semester, all new students receive an event handout. ESL teachers review it in class, answer questions, and promote attendance. One week prior to the luncheon, fl iers are posted and e-mails sent out. Students can RSVP and comment on the event’s Facebook page. The day before the event, we remind

A single conversation across the table with a wise person is worth a month’s study of books.

— Chinese proverb

students to attend. On the day of the luncheon, the event coordinator arrives early at the venue to set up and greet guests. At the end of the meal, students are asked to help with cleanup.

After the gathering, photographs of the event are uploaded onto the ESL de-partment Facebook page. Students post photos and comments. A student survey on Facebook following the luncheon helps with preparation for future events. A student journalist writes an article about Conversation Table for the ESL department newsletter, which is distrib-uted to all ESL students as well as other departments on campus.

Conversation Table has become increasingly popular because of the opportunity it offers for socialization and discussion. Attendees leave having shared dialogue, laughter, smiles, and good food. ESL students also have a valuable language experience and new connections with native speakers.

Sarah Elia is a lecturer in ESL at the Haggerty English Language Program at SUNY New Paltz. As the program’s event coordinator, she works to actively promote positive interactions between international students and American students.

Elia has a B.A. from Bard College and an M.A. in TESOL from SUNY New Paltz. <[email protected]>


Let’s Talk About Itby Yanick Chery-Frederic

ELLs respond well to lessons in the form of conversations as another way to incorporate some of the same strategies and scaffolds used for writing. As an example, I often give students a prompt of 5-10 words. For all grades I have used “My greatest surprise.” Fourth graders write about justice.

The students use the prompt as a starter and begin writing, eventually producing a well-developed paragraph. These same prompts can be used to maintain intelligent discourse among students. The difference with making conversations the major goal in a lesson is that the discussion will not be based on previous reading and/or writing, but strictly on the present conversation. Self-expression, thoughts, ideas, and opinions will begin and end with clarifi cation through conversation only. Mak-ing this an integral part of lessons will address the challenges faced by our ELL population in verbal communication, and can enhance the student’s listening and speaking skills.

Another value with conversations as a major focus is that the vocabulary challenges faced by many of our ELLs

will be considered. Our students may have divided language skills. They are comfortable with a specific lexicon from the home language, but use a different second language lexicon. A stronger emphasis on classroom conversations will allow for a balance and exchange of word comprehension of similar vocabulary in both languages. Conversa-tions will be a major theme in my ESL classrooms this school year in support of enhancing my students’ oral language skills.

Yanick Chery-Frederic is an elemen-tary school ESL teacher for grades 2-4 in Central Islip, as well as an adjunct professor of ESL at Suffolk County Community College. She has also taught a Methods undergraduate course in TESOL at St. Joseph’s College in Patchogue. <[email protected]>

Further ReadingBeck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary in-struction. New York: Guilford. Gordon, T. (2007). Teaching young children a second language. Westport, CT: Praeger.


Time Conversationsby Phillipa Arthur

IntroductionDuring Timed Conversations, learners

primarily practice listening/speaking skills and a host of other conversational skills, including but not limited to: turn taking; the language of encouragement and praise; the language of expressing unfamiliarity with topics; comprehen-sion checking; and agreeing and dis-agreeing. Although generally referred to as Timed Conversations, some specify the time limit in the title, for example: Four Minute Conversations. Timed Conversations are typically fl uency-based and opportunities for learners to personalize and converse about a topic, for a specified period of time.

For the instructor, Timed Conver-sations can function as: a warm-up activity to activate learners’ schemata, to focus learners on the lesson topic or to connect the previous and current les-sons; a follow-up activity to allow learn-ers to expand on and personalize lesson content; a fi ller activity to purposefully utilize ‘extra time’ at the end of a lesson; a stress-reliever activity to infuse a sense of fun into a lesson; a review activity for content courses; and a speech-sampling activity to gauge learners’ conversational skills.

MaterialsIn order to conduct Timed Conversa-

tions you essentially need two things- a timer and topic cards. Conveniently, wrist watches, cell phones, iPads, com-puters, stop-watches, kitchen timers and classroom clocks can all function as timers.

Ideally, the topics reflected on the cards should complement your lesson topic. For example, if you were plan-ning a lesson on ‘classic baked goods,’ each topic card could refl ect the name of a classic baked good. Format topic cards on a computer, print in color and

laminate them (if these are resources available to you and if you will add this activity to your repertoire). Of course, you can also prepare a slide show of ‘topic cards’ to display on a computer or iPad. Topic cards can be word-based (pie, quiche, tart); question- based (“How would you prepare icing?”); statement-based (“Tell me about your favorite baked childhood dessert.”); and picture-based (image of a six-tiered wed-ding cake).

PreparationConsider your learners’ profile, lesson

topic and objectives when deciding if this is an appropriate activity to do with your learners.1. Consider how much time you want to allot to the activity. Multiply the number of topic cards by the duration of each conversation- 10 topic cards X 2 minutes per conversation = 20 minutes total.2. Decide which version of the activity you are going to do. You can choose to keep: a. Conversation pairs static and have learners switch topic cards. With static pairs, learners get to ‘bond’ with one conversational partner over various top-ics while focusing on sharing their ideas and personalizing the topic. b. Topic cards static and have learners switch partners. With dynamic pairs, learners get to interact with diverse speakers while refi ning their ideas about one topic and polishing their delivery.c. Both topic cards and conversation pairs static while reducing the duration of the conversations in set increments. This version lends itself to learners who are preparing for timed oral presenta-tions and assessments, by allowing learners to refi ne their ideas about one topic and polish their timed delivery.d. Decide how you will pair off your


learners and if pairs are going to sit in two rows or stand in two concentric circles facing their partners.3. Decide what an odd-numbered learner would be responsible for- time keeper or ‘English only’ enforcer. If you choose to have all learners participate (and have them change partners instead of topic cards), an extra chair can allow the odd-numbered learner to ‘rest’ for one turn. Of course, you can always choose to participate in the activity with your learners.4. Plan to model activity and deliver clear instructions specifi c to the version of Timed Conversations you are going to do.5. Plan what you will observe while monitoring learners during the activity. This will consequently direct the feed-back you will give learners.6. Plan the questions you will use to elicit feedback from learners after the activity about their performance during activity.

ProcedureUse teacher talk appropriate to the

proficiency level of your learners to deliver clear instructions and to confirm your learners’ comprehension of your instructions.1. Deliver global instructions to your learners which include: the activity title, sequencing/format, purpose and dura-tion, and, if necessary, responsibility of odd-numbered learner or use of ‘rest’ chair.

2. Pair off learners and arrange pairs so that they are either seated in two rows or standing in two concentric circles fac-ing their partners.3. Model activity for class and demon-strate how: a. you will start the activity by saying “begin”b. pairs will take turns to converse about the topic indicated on the topic card for X minutes c. pairs will converse only in Englishd. every X minutes, a time keeper will say “switch” indicating that pairs need to switch topic cards by passing them to the pair to the right (or to the left)e. you will end activity by saying “the end.”4. Model that learners can remind their partner to stay on-task by simply point-ing to the topic card 5. Model some of the conversational language you expect learners to usethe language of urging and praise; of agree-ing and disagreeing and so on.6. Begin activity and cycle through the number of topics you have planned. Circulate and monitor learners through-out activity.

Follow-upElicit feedback from learners about

their performance. Give learners feed-back based on how successfully they completed the activity. Remember, this is a fluency-based activity. However, if you modify it to include specific verbal strategies or a focus on form, you could


document the inaccuracies of your learners’ English as you circulate, and do a whole-class correction on the white-board following the activity.1. Elicit specifi c feedback from learners about how they felt about having to:a. sustain a conversation in English for X minutes at a timeb. switch topics every X minutesc. include conversational languaged. have a classmate time them or sit in the ‘rest’ chaire. Stand or sit during activity; pass along topic cards; change partners2. Give learners specifi c feedback about:a. how well they sustained their con-versations in English for X minutes at a timeb. how well they stayed on taskc. their use of conversational languaged. how efficiently they followed instruc-tions3. Promise to do variations of activity throughout the semester.

These fluency-based activities may generate future conversations in your classroom, providing rich opportuni-ties for students to interact and practice English-speaking skills.

Phillipa Arthur has taught ESL/EFL in the United States, China and Korea. She is currently a Language Lecturer at Yeungnam University in South Korea. <[email protected]>

A single conversation across the table with a wise person is worth a month’s study of books.— Chinese proverb


2011 NYS TESOL Student Essay Contestby Laura Van Tassell, NYS TESOL SIG Coordinator

In coordination with the 2011 NYS TESOL annual conference, “Enhancing English Learning: Connecting Communities through Collaboration,” the topic for this year’s student essay contest, “How has your community helped you learn Eng-lish?,” revolved around communities and the role that living, working, and interact-ing in them plays in the English language learners’ (ELLs) acquisition of English.

The essay contest was held for students who are current or former ELLs within three categories: students in grades four through eight; students in grades nine through twelve; and students enrolled in a university or an adult education pro-gram, including students enrolled in Intensive English programs, community col-leges, degree-based programs, and ESOL programs.

The student essay contest was very successful, with 113 essays received from throughout New York State. A winner and an honorary mention were chosen from each of the three categories. The names of the winners and honorary mentions will be announced during the Friday luncheon at the annual conference and their essays will be printed in the conference booklet. The winning essays will also be included in the winter edition of Idiom as well as be posted on the NYS TESOL Special Interest Group (SIG) Student Essay Contest page. Please join me in thanking all of the students who submitted essays to the sixth an-nual student essay contest! Watch for news about the 2012 contest in an upcoming issue of Idiom, as well as on our website.

October 28-29, 2011 NYS TESOL 41st Annual Conference “Enhancing English Learning: Connecting Communities Through Collaboration” Melville Marriott in Melville, Long Island. See http://www.nystesol.org

February 11, 2012 33rd Annual Applied Linguistics Winter Conference “Connections: TESOL and Applied Linguistics in a Global Context” We’ll continue to keep you posted! Questions? Contact us at: [email protected]

March 28-31, 2012 TESOL International Convention and English Language Expo “A Declaration of Excellance” Philadelphia For more information: www.tesol.org/s_tesol/convention2012/index.html

Calendar and Announcements


ReferencesDunn, R., & Dunn, K. (1993). Teaching second-ary students through their individual learning styles: Practical approaches for grades 7-12. Boston, MA: Allyn & Bacon.

Dunn, R., & Griggs, S. A. (Eds.). (2003, 2004, 2007). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? Jamaica, NY: St. John’s University’s Center for the Study of Learning and Teaching Styles.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers grades 3-6: Teaching compre-hension, genre, and content literacy. Portsmouth, NH: Heinemann.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993, 2006). Multiple intelligenc-es: New Horizons. New York: Basic Books.

McKenzie, W. (1999). Multiple Intelligences Inventory. Retrieved from http://surfaquarium.com/MI/inventory.htm

Missere, N., & Dunn, R. (2005).Learning in vogue: Elements ofstyle (LIVES). Retrieved fromwww.learningstyles.net

Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Victoria Pilotti, Ed.D., is an ESL teacher at Jamaica High School. A former Region 3 secondary schools mentor, NYC Department of Education, she has taught TESOL methodol-ogy graduate courses at St. John’s University and Hunter College. <[email protected]>

and Dunn Learning Style Model high school assessment Learning in Vogue: Elements of Style (LIVES) (Missere & Dunn, 2005) and suggested indi-vidual study and homework strategies. My students had critical conversations with their families about their personal preferences, strengths, and areas for improvement. Some students discussed their need for a quiet, cool, and brightly lit place to study and complete home-work assignments. One student, who was not a morning person, discussed her need for an alarm clock to wake her so she could arrive to class on time. Sadly, her family did not want to be disturbed by the sound of an alarm clock so early in the morning and the student’s guid-ance counselor suggested dropping her from this support class.

Conversations with ColleaguesMy fellow ESL teachers, bilingual

guidance counselor, and department supervisor met regularly to discuss par-ent outreach, truant students, misplaced students, overcrowded classes, credit accumulation, and NYSESLAT sched-uling, among the numerous challenges facing our ELLs. These conversations led to solutions and consensus on major decisions and new initiatives. Colleagues who shared students would (a) discuss division of language skill focus—one would emphasize the writing process, vocabulary, and grammar, while the other would provide readings of a broad range of literary genres, teach literary terms and vocabulary, and emphasize listening and speaking, (b) collaborate and share data for each student before making arrangements to call parents on each other’s behalf—each teacher relayed messages of both teachers, and (c) preview and review each other’s lessons so we could reinforce what was learned in each other’s classes. Much to

Conversations in Support...(continued from page 3)

our dismay, we discovered that students often did not transfer learning between ESL classes and teachers—somehow, the learning remained in the classroom environment and was forgotten in a new setting.

Conversations with mainstream Eng-lish colleagues centered on implementa-tion of TESOL strategies to meet the needs of transitional and post- ELLs. Conversations with mathematics, sci-ence, and social studies assistant prin-cipals and teachers helped me focus on topics that they found were the most problematic for ELLs.

As the ESL teacher component in a collaborative team teaching mathemat-ics class, daily co-teaching experiences and collaborative conferences led to differentiated tutoring and small-group instruction. I reinforced basic math skills to the students who did not know simple addition, subtraction, multipli-cation, and division, while my math colleague reinforced higher-level math skills and concepts.

ConclusionThese conversations take time and en-

ergy. High school teachers of ELLs may fi nd they, too, are performing double the work to support adolescent ELLs in meeting the challenges of second language acquisition in an academic environment. This increased responsi-bility, however, may prove worthwhile when the resulting conversations lead to targeted instruction and interven-tions as teachers collaborate in assessing ELLs and planning instruction for their students.


The manner in which language and writing are understood and misun-derstood promotes success or failure. Understanding what is said is the key to communicative competence.

Explicit communication is dialogue that is clear, sure, and restated when necessary. Crawford (1993) states that the processes of literacy and language learning require learners to be immersed in meaningful, relevant, and functional situations. In this way, students can learn to handle themselves in various situations.

Let’s begin with a kindergartener meeting an instructor for the first time. If the child is asked to describe some-thing, perhaps drawing it is a much better way of communicating what happened. Description may not simply be done by talking. The explicit com-munication would require that the teacher talk and demonstrate so that this student knows what to do.

Middle school students who do not speak English can benefi t from explicit communication as well. Classmates might offer to translate for this student, but that means that every utterance requires assistance. When I write the aim and other particulars on the board (I verbally explain to the rest of the

Explicit Communicationby Ellen Terry Vandrew-Wald

class), I open a newcomer’s notebook and write a few of the words from the board in his or her notebook, giving the student explicit communication for in-struction by demonstration. The student copies what is on the board. Then I say “Copy.” From that time on, this student knows what the word “copy” means and can copy.

Explicit communication with parents is one of the most important types of communication. After all, the parent(s) or caretaker is the first teacher and the one who can do the most to facilitate a student’s academic success. In parent meetings, I combine simple words with academic language and have the requi-site bilingual dictionaries. By explaining and demonstrating slowly and carefully, explicit communication and a good dialogue can be created.

When one speaks with humility and caring, the communication is explicit. Explicit communication is the key to all forms of dialogue; if one method does not work, just keep on trying.

ReferencesCrawford, L. W. (1993). Language and literacy learning in multicultural classrooms. Needham Heights, MA: Allyn and Bacon.

Ellen Terry Vandrew-Wald was born in the Bronx into a multicultural, religious background. Barry Wald, her husband, encouraged her to become a teacher. She got her B.A. from Marymount Manhattan College in 1999 and M.A. in TESOL from Hunter College in 2004. She is a NYC public school K-12 teacher, and also an adjunct. <[email protected]>

A single conversation across the table with a wise person is worth a month’s study of books.— Chinese proverb


NYS TESOL Executive Board Meetings and General Information

Members are welcome to attend Board meetings. For information, contact:

NYS TESOLBox 185

Teachers College, Columbia University525 W. 120th Street

New York, NY 10027Tel./Fax: (212) 678-3074

E-mail: [email protected] site: http://www.nystesol.org

New York State Teachers of English to Speakers of Other Languages

Officers and Executive Board 2010-2011

President, Nanette DoughertyNYC Public Schools

First Vice President, Rebekah JohnsonLAGCC, CUNY

Second Vice President, Christy BaralisSouth Huntington School District

Second Vice President Elect, Olivia LimbuPace University

Past President/TESOL Liaison, Constance Dziombak

Mount Vernon City Schools

SIG Coordinator, Laura Van TassellSouth Huntington School District

SIG Assistant Coordinator, Jennifer ScullyConsultant

Regions Coordinator, Tina VillalobosHicksville Public Schools

Assistant Regions Coordinator, Lynn EllingwoodBrighton Central School District

Membership & Marketing Chair, Patricia JuzaBaruch College, CUNY

Assistant Membership Chair, Drew FaganTeachers College, Columbia University

Curriculum and Standards Chair, Maria DoveMolloy College

Assistant Curriculum and Standards ChairPosition Open

Professional Concerns ChairPorfi rio Rodriguez, East Ramapo CSD

Professional Concerns Assistant ChairPosition Open

Publications/Technology Chair, Fran OlmosYonkers Public Schools

Idiom Editor, Cara Tuzzolino WerbenNassau Community College

Dialogue Editor, Sue PetersonSt. John’s University

Webmaster, David HirschNew York City

Business Manager/TreasurerL. Jeanie Faulkner, Cornell University

Certified Public AccountantJim Stotz

We’re very excited to announce the launch of the new Members Only website for NYS TESOL. We are just gearing up, but hope this will become a major resource and networking site for our members.

Current members were sent an email alert in early September containing their username and password. Of course, your email system may have fi ltered our mes-sage into a spam folder — if you are a current member and did not receive a notice with your login information, please contact us at [email protected].

With annual conference registration already under way, please act quickly to login and verify your profile data and networking preferences.

What’s There Coming Soon• Your profile page • Networking options• Membership renewal • SIG/Region E-lists• Discounted event registration • Job Coach/Career Mentoring• Members Only online publication, • Service opportunities and awardsDialogue• Discussion boards

Your PRIVACYThis site is viewable only by active members. And, because this is new, we have

also blocked your contact information from members. So, unlike Facebook, where you decide what to set as ‘private,’ we’ve already done this. The only information visible to other members is: your Name, Member Type, Region and SIG prefer-ences. You can privatize these, too, if you wish, by updating your profile.

However, for those of you who want to network with other members, there are 2 optional fields – an “email to share” and a “website/blog address” both set up as viewable by all members. And you can upload a photo. You control the privacy set-tings for these fi elds and can edit them at any time.

What’s Next?We’d like you to tell us! Please look around the site, update your profile, join a

discussion board, and send us ideas for additions and improvements.

Check out the new Members Only website!

NYS TESOL is committed to providing members with the most up-to-date re-sources, news and educational tools. To enable access by all members of our field, NYS TESOL offers discounted memberships. Recently, we revised the documenta-tion policy for discounts to align with other non-profi t organizations as well as to create greater consistency and transparency. Please check the new requirements when you prepare to renew. For questions regarding membership status and dis-counts, please contact us at [email protected].

Discounted Membership Update



New York State Teachers of English to Speakers of Other LanguagesMembership Form (effective 9/1/2011)

Renewal:____ New Member:____

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Special Interest Groups (SIGs): Please select yourtop 2 priorities from the interest groups listed below bymarking a “1” and a “2” next to your top choices.

___ A ESL in Adult Education___ B ESL in Bilingual Education___ E ESL in Elementary Education___ S ESL in Secondary Education___ H ESL in Higher Education___ SE ESL in Special Education___ TE ESL Teacher Education___ L Applied Linguistics___ T Teaching English Internationally

1st SIG. This is your primary interest group with NYSTESOL. You may hold office and vote in this SIG.

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___Please omit my name from mailing lists provided to other organizations.___Please sign me up for the NYS TESOL E-list.

Membership Category (select one)NOTE two-year savings!Individual Member: $40.00/yr. ___ $70.00/2 yrs. __

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Documentation requires completion of the EligibilityWebform and written confirmation as described below.

Part-time / Adjunct: $35.00/yr. ___ $60.00/2 yrs. ___Documentation: A letter on your employer's letterheadconfirming that you do not have full-time employment.

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Retiree: $20/year ___ (Documentation may vary. Pleaseaccess Eligibility Webform to begin process.)

Full-time Student (3-year limit): $20/year ___Documentation: Proof of full-time status in a degree-grantingprogram (transcript w/ min. 12 credits per semester or letterof confirmation from Registrar).

Please submit your documentation within 30 days.Access Eligibility Webform at:http://www.nystesol.org/membership/applicationform.html

If you are unable to provide the required documents, you have the option to pay the balance to subscribe as an Indi-vidual Member.

Payment Information:____ Check payable to NYS TESOL enclosedPlease charge my: ___ VISA ___ MasterCard ___ Discover

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Office Use Only:Check Number: ________ Date: _________ New Expiration Date: __________

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Upcoming Idiom ThemesThe theme of the Winter 2011-12 issue of Idiom is “Annual Conference.” The deadline is December 1.

Interested in writing for Idiom? Review article submission guidelines at http://idiom.nystesol.org/guidelines.html

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Applied Linguistics Winter ConferenceConnections: TESOL and Applied Linguistics

in a Global Context

SATURDAY, FEBRUARY 11, 2012Teachers College, Columbia University

525 W. 120th Street, New York, NY

• Presentations throughout the day• Poster Sessions

• Publisher Exhibitions

Call for Proposals & Registration Information Coming Soon!

Organized byNYS TESOL Applied Linguistics SIG

& Teachers College, Colombia UniversityContact us at: [email protected]

NYS TESOLThe 33rd Annual

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