PRTesolgram

P R T E S L - G R A M ! AUGUST 2012

! !PUERTORICOTESOL.ORG! 1PAGE

PRTES L-GRAMThe official publication of the Puerto Rico Teachers of English to Speakers of Other Languages

V o l . 3 6 I s s u e N o . 1

Journey into English as a Global Language:

Embracing Diversity





JOURNEY INTO ENGLISH AS A GLOBAL

LANGUAGE: EMBRACING DIVERSITY

Evelyn Lugo Morales, Ed D TESL

PRTESOL President 2012 [email protected];p://puertoricotesol.org/

Puerto Rico Teachers of English to Speakers of Other Languages (PRTESOL) is well on its way to puAng all the pieces together for its extraordinary 39th Annual ConvenHon, to be held this year at the InterconHnental Hotel in Isla Verde , Puer to R i co on November 16-‐17, 2012. Our theme for th is year i s “Journey into English as a Global Language: Embracing Diversity”. The convenHon is a professional event that grants conHnued educaHon credits, which is an essenHal r e q u i r e m e n t f o r t h e professional teacher. We will have many disHnguished speakers, scholars, exhibitors, and presentaHons from all over the world. The CA & CB affiliates representaHves will be presenHng a panel Htled Teacher Training Approaches and Programs in Central America and Caribbean Basin. The affiliates’ representaHves from Venezuela, Belize, Honduras, and Panama will expose ideas about teacher training issues in the Central American and Caribbean Basin region. They will present their success, challenges and opportuniHes in their Teacher Training programs despite the different approaches they follow in their insHtuHons.

This year’s keynote speakers are Dr.Leni Dam and Dr. Sharroky Hollie. TESOL InternaHonal AssociaHon is sponsoring our internaHonal speaker, Dr. Leni Dam from Demark. Since 1979, Dr. Dam

has been an educaHonal adviser and in-‐service teacher trainer at University College, Copenhagen. Dr. Leni Dam is a producer of materials for language teaching. Her areas of interest are closely connected to the development of learner autonomy, differenHated teaching and learning, internal evaluaHon and the use of por^olios.

Pearson EducaHon is sponsoring Dr. Sharroky Hollie. Dr. Hollie is an acclaimed author and professor at California State University in the Teacher EducaHon Department. Dr. Hollie teaches reading for secondary teachers, classroom management, and methodology. Sharroky is also the execuHve director of the Center for Culturally Responsive Teaching and Learning, which is a nonprofit organizaHon dedicated to providing

s t e l l a r p r o f e s s i o n a l development for educators desiring to become culturally responsive. With the Center, Dr. Sharroky serves as a naHonal expert, traveling around the country training thousands of teachers.

For the first Hme, PRTESOL will host the TESOL InternaHonal Symposium Htled FacilitaDng Learning through Empowerment. It

will be held on November 15, 2012, preceding the 39th annual convenHon at the InterconHnental hotel. This one-‐day symposium will guide educators in empowering their university and adult learners. English language educators will interact with leading experts in the field and learn about collaboraHng with colleagues, fostering learner autonomy, and guiding ELLs through the complicated steps to becoming professionals in their chosen fields. ParHcipants will be exposed to systemic approaches and a wide variety of pracHcal strategies and techniques to more effecHvely meet the needs of their students. TESOL InternaHonal President 2012, Suzanne Panferov will join us for a welcoming message.

Puerto Rico Teachers of English to Speakers o f Other Languages (PRTESOL) convenGon seeks to provide professional development sessions to teachers, administrators, and professionals through workshops, panel and research discussions of effecGve pracGces in teaching English.

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PRTESOL-‐Gram

Table of Contents

Dr. Evelyn Lugo,

2012 PRTESOL President......................... 3

Editor’s Corner: .....................................5

Second Language AcquisiDon of DirecDonal Argument Structure in English and MandarinWU Ping and Bi Luosha ..................... 6-‐12

ConvenDon SecDon......................... 14-‐22 ConvenHon Keynote Speakers RegistraHon Form Membership Form Preliminary Schedule and Workshops Symposium Overview Symposium RegistraHon Form

Fostering Content-‐Based InstrucDon Through CollaboraDon

Laura Schall-‐Leckrone

and KevinO'Connor ............................... 25

PRTESOL CHAPTERS IN ACTION ........27-‐29

The Impact and Spread of English as a Global Language

David H. Luciano, Ed D ...........................32

Puerto Rico Teachers of English to Speakers of Other Languages (PRTESOL) convenHon seeks to provide professional development sessions to teachers, administrators, and professionals through workshops, panel and research discussions of effecHve pracHces in teaching English. The intenHon is to moHvate the integraHon of strategies to address diverse populaHons in the teaching of English as a global language and to provide a forum to share innovaHve and successful teaching ideas with colleagues. In addiHon, it is our objecHve to offer hands-‐on experiences that can be applied and pracHced in the classroom.

The PRTESOL is a nonprofit organizaHon founded in 1969 with the purpose of developing and improving the teaching of English in Puerto Rico. PRTESOL was the first affiliate of TESOL InternaHonal. Since then, we have organized six chapters that represent the geographical regions of the Island. Each chapter organizes several conferences and acHviHes throughout the year leading up to our annual convenHon. All of these professional development acHviHes allow teachers to be up-‐to-‐date with the current trends in the teaching of English, to share knowledge and experiences, and to network with other professionals in the field. Our goal is to support ESL professionals and focus on improving the teaching of ESL in Puerto Rico.

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PUERTORICOTESOL.ORG! 5

PRTESOL 2012 BOARD OF DIRECTORS

DIRECTORY

EXECUTIVE BOARD Dr. Evelyn Lugo -‐ PresidentProf. Estela Márquez -‐ Vice-‐

presidentDr. Josué Alejandro -‐ Immediate Past President

EXECUTIVE BOARD NONVOTINGAuda Pérez -‐ ExecuUve

SecretaryJanytsie Mora -‐ Membership

SecretaryDr. Gladys Pérez -‐ Treasurer

APPOINTED POSITIONS NONVOTING

PRTESOLGRAM EditorCarmelo Arbona

Webmaster Eric Otero

Website colaborator Jorge Figueroa

Publishers Liason (Pearson)Victor Coira

NominaUons ChairManuel Echevarria

Chapter Presidents 2012Metro Chapter -‐

Rosa Emma MejiasNorthern Chapter -‐

William AliceaWestern Chapter -‐

Hiramys SanUagoSouthern Chapter

Edward TorresEastern Chapter -‐

Jorge FigueroaCentral Chapter -‐

Vivian Rivera Maysonet

REPRESENTATIVESDr. Myriam Caballero -‐ Elementary EducaUon

Inocencia Nieves -‐ Secondary EducaUon

Dr. Naomi Vega Nieves -‐ Higher EducaUon

Zoila Latoni -‐ Private School RepresentaUve

Jennifer Lopez -‐ Student RepresentaUve

PRTESOL-‐Gram is a periodical service to English language educators and administrators

published by Puerto Rico TESOL, P. O. Box 366828

San Juan, PR 00936-‐6828.

Newsleber Staff Editor: Carmelo Arbona

CirculaUon: 1,000

ArGcles on English-‐language teaching, theory, and educaGon are welcomed. Submissions must be in MSWord format, double-‐spaced, no longer than five pages, and should follow APA or TESOL Quarterly style. All entries are subject to ediGng for s t y l e , s p a c e , a n d o t h e r professional consideraGons. Copyright NoUce ArGcles may be reproduced for classroom use. QuotaGons up to twenty-‐five (25) words are permi;ed if credit to the author and the TESOLGRAM are included. In o t he r s i t u aGon s , w r i;en permission is required.

www.facebook.com/prtesol twiber@puertoricotesol

StarGng a n e w school year is always exciGng and opGmisGc. A c h a r a c t e r i s G c o f

teachers by nature is opGmism because we’re working today with the future. We work with the potenGal of our students’ talents, skills, and intelligence(s). We look forward to what each student can become.

There are those who make things happen, others watch things happen, and sGll others stand around asking, “What happened?” The teachers, professors, and researchers in PRTESOL are those who make things happen by being aware of the needs of our students and working towards effecGve change.

One of the many ways PRTESOL does this is through professional development acGviGes conducted in all parts of Puerto R ico, publ icaGons, and the annual convenGon. We invite you to a;end the acGviGes this new school year.

Editor’s

Corner

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http://www.facebook.com/prtesol



Second Language AcquisiUon of DirecUonal

Argument Structure in English and

Mandarin2

WU Ping BI LuoshaBeijing Language and Culture University

City University of Hong Kong<[email protected]> <[email protected]>

AbstractIn SLA, the influence of first language (L1) on second language (L2) argument structure has received wide discussion, especially in a situaHon where L1 argument structures shape a superset of the L2 counterparts. The current study tack les such subset-‐superset re l aHons i n S LA w i th in the direcHonal context of the argument structures, i.e., V-‐PP pajern and V-‐VP pajern, in English and Mandarin. Two control groups of monolingual speakers and two experimental groups of L2 learners are set in the research. Crucially, two comparisons are held—between the English naHve speakers and English learners of Chinese and between Mandarin naHve speakers and Mandarin learners of English—so as to ascertain the extent of the impact L1 influences L2, if any, when the former is the superset or the subset of the lajer. The results show that neither L2 learners of Mandarin nor those of English had barrier in studying the direcHonal argument structure of V-‐PP pajern. However, unlike Mandarin learners, English learners consistently failed to recognize the illegal argument structure of V-‐VP form in English. The staHsHc results are in line with predicHons derived from the Subset Principle. Key words: direcHonal argument structure; second

language acquisiHon (SLA); Subset Principle; V-‐PP and V-‐VP pajern; equipollently framed language

1. IntroducDonArgument structures, due to its close interacHon with matrix verbs, have received intensive discussion for a long Hme in L1 and L2 acquisiHon studies. In the present paper, we carried bidirecHonal studies on L2 English and Mandarin acquisiHon of direcHonal argument structures, i.e., the V-‐PP pajern, in which the matrix verb is followed by a locaHve PP and the V-‐VP pajern, in which the matrix verb is followed by a direcHonal verb phrase and is only grammaHcal in Mandarin. In both pajerns, the matrix verb belongs to the moHon-‐manner verb providing the manner of the moHon, such as 6ao ‘jump’, fei ‘fly’, zou ‘walk’, piao ‘float’, etc., and the following part, i.e., the locaHve PP or the direcHonal verb phrase, is used to indicate the path of moHon, especially the locaHve

PP which can either possess the direcHonal (or telic) interpretaHon or t h e l o c a H o n a l ( o r a t e l i c ) interpretaHon, or both senses, such as zai ‘at’, dao ‘reach’, chu ‘exit’ and jin ‘enter’. T h e re we re n o l a c k o f discussions on the aforemenHoned similariHes and differences in direcHonal argument structures of English and Mandarin in previous studies; nevertheless, few were dedicated to probing how such divergence between two language

argument structures affected the L2 acquisiHon respecHvely. As a majer of fact, English and Mandarin were categorized into satellite-‐framed and equipollently-‐framed languages respecHvely based on that grammaHcal diversity and it was argued that typological differences in expressions of moHon had consequences for event conceptualizaHon and influenced L2 acquisiHon. Accordingly, in our research, aoer briefly introducing the theoreHcal background, we carried a bidirecHonal research with two monolingual groups of English and Mandarin as control groups and two L2 experimental groups and ajempted to invesHgate how L2 English learners and L2 Mandarin learners performed in the L2 acquisiHon of direcHonal argument structures. Last

This study aimed to investigate how L2 English learners and L2 Mandar in l earners performed and which g r o u p p e r f o r m e d b e t t e r i n u s i n g directional argument structures.







but not least, we analyzed and discussed the staHsHc results, and raised some suggesHon on L2 teaching and learning.

2. TheoreDcal Framework of the Study2.1 Various ConflaDons in MoDon-‐Path PaYern and Language Typology On the basis of the various ways of the encoding path, Talmy (1991: 480-‐519) proposed that languages should generally fall into two categories, i.e., verb-‐framed languages and satellite-‐framed languages. Of verb-‐framed languages, the moHonal path was characterisHcally represented in sentenHal matrix verbs, such as in Japanese. In contrast, if those matrix verbs solely indicated the manner or cause of the moHon, leaving moHonal paths depicted in the following satellites and/or preposiHons, then that type of languages fell into the satellite-‐framed group, such as English and Mandarin. However, that dichotomous strategy on the language typology has been called into quesHon. As some linguists (Slobin and HoiHng 1994: 487-‐505, among others) pointed out, there existed certain languages that did not neatly fit either category. Tai (2003: 301-‐316) and Lamarre (2003: 1-‐18), for example, argued that some evidence showed Mandarin did not seem to suit very well in the satellite-‐framed category in that its direcHonal verb phrases in the V-‐VP pajern could indicate the path of moHon as well. Subsequently, Slobin (2004: 219-‐257) proposed a third category of languages, namely equipollently-‐framed languages in which the co-‐event verb and the direcHonal verb contributed the equivalent morpho-‐syntacHc weight. Whether Mandarin belonged to the satellite-‐framed category or the equipollently-‐framed category has received heated disputes in linguisHc world. Bi (cf. Bi Luosha 2012) in her MA thesis ajempted to shed light in this field by applying the assumpHon on the funcHonal projecHon of PP in Mandarin. She argued that it was the different conflaHons of the embedded [+telic] feature at the funcHonal projecHon of PP to either the preposiHon or the matrix verb that rendered the diverse modes of the encoding path and therefore categorized the verb-‐framed language and the satellite-‐framed

language. Moreover, she further assumed that p0 was the parameter which disHnguished the equipollently-‐framed language with [-‐p], such as Mandarin, from the other two categories with [+p], such as English and Japanese. Based on her analysis, we held that specialized with the V-‐VP pajern, Mandarin was an equipollently framed language; however, we did not deny the fact that Mandarin behaved similarly as English did in the use of V-‐PP pajern in direcHonal contexts. In other words, the relaHon between Mandarin and English direcHonal argument structures was mapped in a subset-‐superset format, in which Mandarin direcHonal argument structure with two alternaHve direcHonal structures consHtuted the superset to that of English with a narrower scope of choices.

2.2 Subset PrincipleThe Subset Principle was proposed under the framework of Principle-‐and-‐Parameters (P&P) theory, which was proposed and discussed in Chomsky’s work (1980, 1981a, b, 1986b, 1995, 1999, etc.). It was raised to solve acquisiHon problems concerned with parameters, that is, whether there was an embracing relaHonship between a language generated with one value of a parameter and another language generated with the other value (Berwick 1985, Manzini and Wexler 1987: 413-‐444, Wexler and Manzini 1987: 41-‐76). According to Wexler and Manzini,(1) Subset Principle (Wexler and Manzini, 1987: 41-‐76)

The learning func6on maps the input data to that value of a parameter which generates a language:(a) compa6ble with the input data; and(b) smallest among the languages

compa6ble with the input data. The availability for the L1 acquisiHon has been widely invesHgated and agreed that for L1 learners, they could successfully adopt the most restricHve grammar, viz. the subset, out of more than one grammar. However, in L2 acquisiHon, as many L2 researchers pointed out, the Subset Principle seemed acHng a non-‐leading role in second language



acquisiHon, especially when the alternaHve choices of argument structure were more in L2 than in L1 (White 1989a: 134-‐158, Zobl 1988: 116-‐131, Finer and Broselow 1986: 154-‐168, Thomas 1989: 281-‐303, Hirakawa 1990: 60-‐85, Finer and Broselow 1991: 35-‐59, Finer 1991: 351-‐374). One of the leading opinions, which we adopted in our research, was that if the alternaHons of argument-‐structure scope in L2 or the target language was narrower than that of the L1 or the mother tongue, then a failure tended to be observed during the L2 acquisiHon (Bley-‐Vroman and Yoshinaga 1992: 157-‐199; Inagaki 1997: 637-‐669; Mazurkewich 1984: 91-‐109; White 1987: 261-‐286; and among others). In contrast, if the alternaHve choices of argument structure were more in L2 than in L1. In other words, if the target language shaped a wider scope of knowledge (or the superset) and the mother tongue shaped the subset, the brand new knowledge, as posiHve input, might ajract L2 learners’ ajenHon during acquisiHon, as illustrated in Figure 1 (Mazurkewich 1984: 91-‐109; Inagaki 2001a: 153-‐170; Inagaki 2001b: 37-‐79, etc.).Figure 1. Subset-‐superset rela6on of argument structures between L1 and L2.

(a) L1 (b) L2

L2 L1 FAILURE SUCCESS

3. The Current StudyThis study aimed to invesHgate how L2 English learners and L2 Mandarin learners performed and which group performed bejer in using direcHonal argument structures of V-‐PP pajern and V-‐VP pajern on daily basis. ParHcularly, we would like to know whether both groups of L2 learners were able

to recognize the ambiguous interpretaHons of V-‐Pzai/inP. Moreover, for the V-‐VP form which was absent in English but ubiquitous in Mandarin, we doubted that, to what extent, L2 English learners were capable to use or avoid using such ungrammaHcal form in their daily lives. As far as we were aware, this approach has seldom been discussed and tested directly in previous studies, but some studies were nevertheless highly relevant (cf. Wu 2010, Yu 1996: 191-‐218, Chen 2005, Chen and Ai, 2009: 149-‐164, etc). On the basis of the theoreHcal analyses in our discussion, we formed the hypotheses as follow:

Hypothesis 1: On the direc6onal argument structure of V-‐PP paMern, both L2 English learners and L2 Mandarin learners can successfully learn and use it in that it is the overlapped paMern in English and Mandarin.

Hypothesis 2: On the argument structure of V-‐VP paMern, L2 English learners are assumed to experience difficulty in acquisi6on. However, no significant failure will be obse r ved i n L2 Mandar in counterparts.

4. Methodology4.1 ParDcipantsAll together eighty-‐three adults aging from 19 to 62 parHcipated in this study, whose biodata were summarized in Table 1. Among the four groups, the L1 Mandarin group (N=19) and L1 English group (N=17) were set as control groups, in which none had any knowledge of English or Mandarin, or other approaches to formal language educaHon. Although 3 of the English speakers had travel experience around China, however, such short-‐term Mandarin exposure was not deemed to be able to affect their language knowledge. For the two experimental groups, the English speaking subjects in L2 Mandarin group (N=22) were college students



majoring in L2 Mandarin for around 3 years. Moreover, over 80 percent of them were the alumni of a Mandarin program at California State University at Long Beach (CSULB), named Strategic Language IniHaHve (SLI) Program, which was an extremely rigorous academic experience required students to commit an intensive study-‐abroad program in China and to follow-‐up guided study courses during the intervening semesters. In addiHon, their counterparts of Mandarin speakers in L2 English group (N=25) started to receive formal English educaHon at middle school and have passed the naHonal college entrance examinaHon. In view of the language educaHon background of L2 learners, all the parHcipants of experimental groups were considered to have (at least) the intermediate language proficiency level and were capable to read and answer the designed quesHonnaires, which will be introduced in the following secHon. Table 1.Biodata summary of par6cipants.

Language backgroundLanguage background L1 English L2 English L2 Mandarin L1 Mandarin

Age

Range 40-62 23-32 19-27 46-54

Age Mean 50.41 26.69 23.18 49.74Age

SD 28.70 6.92 6.63 5.43

Years of learning

L2 English/L2 Mandarin

Range

NA

6-14 2-6

NA

Years of learning

L2 English/L2 Mandarin

Mean NA 10.84 3.36 NA

Years of learning

L2 English/L2 Mandarin SD

NA

4.97 0.74

NA

4.2 MaterialsOne quanHty task of acceptability judgment and one quality task of sentence construcHon were used in the research, in which the target items consisted of moHon verbs (zou ‘walk’, pao ‘run’, 6ao ‘jump’, diao ‘fall’, fei ‘fly’, gua ‘hang’), preposiHons (zai ‘at’, dao ‘reach’, in, into, on, onto, out of, off, down) and direcHonal verbs (chu ‘out of’, jin ‘enter’, shang ‘ascend’, xia ‘descend’) in Engl ish and Mandar in respecHvely. The parHcipants were required to finish the sentence construcHon secHon first before proceeding to the acceptability judgment. No correctness or second thought was advised during the tests, which should be finished within thirty minutes. In the sentence construcHon task, the parHcipants were required to construct a minimum of two complete English

sentences (or three in Mandarin) which best described each picture by using the given keywords. The five pictures were different from those used in the acceptability task to prevent the negaHve inter-‐effect between two tasks.

In the acceptability judgment were seven pictures showing either a direcHonal or a locaHonal context and each picture was accompanied by three sentences (A, B and C), each containing a moHon verb with a PP or VP, i.e., V-‐Pdao/toP, V-‐Pzai/atP, or V-‐VP. Based on the pictures, the parHcipants were required to evaluate three given sentences from three perspecHves respecHvely. First, they were asked to determine the grammaHcality of all the descripHons (A, B, and C). Second, among those grammaHcal sentence(s), the accuracy of the descripHons to the picture should be judged. At last, they were required to choose one (or more than one) expression(s) out of the accurate descripHon(s) according to their preference on daily basis. We provided a degree scale of acceptabil ity, arranged from ABSOLUTELY grammaHcal or accurate (marked “3”), to POSSIBLY grammaHcal or accurate (marked “2”), and to NOT grammaHcal or accurate (marked “1”).

5. Procedure and Results5.1 GrammaDcality evaluaDonFirst of all, we collected 41 effecHve sheets from 19 naHve Chinese and 22 L2 Mandarin learners. All the sheets were examined and analyzed one by one to count the grammaHcally correct sentences marked in the acceptability judgment task. The Kolmogorov-‐Smirnov Test was applied to examine the distribuHon condiHons between each pair of control group and experimental group. The Asymp. Sig. figure indicated that there was no assumed distribuHon consisHng with all the variable distribuHons. Hence, the Mann-‐Whitney Test was adopted to examine the significant differences between each pair of categorized groups. It presented that under the significant level of 0.05, there was no staHsHcal difference between the experimental group of L2 Mandarin and the control group of L1 Mandarin. In other words, there was evidence to support that L2 Mandarin learners



were able to learn and use three direcHonal argument pajerns well on daily basis. Similar procedures were taken in the test of English sheets collected from the L1 English group and the L2 English group. As showed, L2 English learners had sound performance in using the direcHonal argument structures of V-‐Pinto/ontoP pajern ( p = 0 . 2 8 1 > 0 . 0 5 ) a n d V -‐ P i n / o nP p a j e r n (p=0.124>0.05). In contrast, unlike L2 Mandarin learners, encountering the ungrammaHcal form of V-‐VP pajern in English, L2 English learners consistently failed to recognize it in that the value of Asymp. Sig. in the V-‐VP group (p =0.000) was significantly lower than their counterparts of naHve speakers.

5.2 Accuracy evaluaDonSecondly, an invesHgaHon was carried further to e v a l u a t e L 2 l e a r n e r s ’ performances on the V-‐PP pajern, especially on the V-‐Pzai/in(on)P pajern with either the direcHonal interpretaHon or locaHonal interpretaHon or both. We calculated the accuracy choices of V-‐Pzai/in(on)P that each L2 learner made under the locaHonal condiHon. The K-‐S Test on sample distribuHons directed us to apply a nonparametric test to make comparisons between L2 English group and L2 Mandarin group. The outcome indicated that the performances of two groups were s ign ificant ly d ifferent (p=0.009<0.05). The means of two groups proved that L2 Mandarin group (mean=2.88) performed bejer than L2 English group (mean=2.41).

6. DiscussionFollowing the adopted framework, we proposed that English and Mandarin should share the same underlying structure of the direcHonal V-‐PP pajern. In the previous secHon, it was staHsHcally supported that the naHve English parHcipants had no barriers in learning and using the Mandarin direcHonal argument pajern of V-‐PP, so did L2

English counterparts. This result could also be confirmed in their sentence construcHon tasks. Among the 36 sentences they made in V-‐PP structures, 30 of them (=83.33 percent) were both syntacHcally and semanHcally correct. Similar language performance could be found in the acquisiHon performance of L2 English group, in which the Mandarin naHve parHcipants could realize the direcHonal and locaHonal senses delivered by the argument structure of V-‐PP and in their sentence construcHon tasks, we had 87.40 percent of grammaHcal English sentences with V-‐PP form. Therefore, based on the staHsHcal and theoreHcal analyses, we argued that neither L2 English learners of Mandarin nor L2 Mandarin learners of English, with at least the intermediate L2 proficiency, had significant difficulHes in the target direcHonal argument structure of V-‐PP

pajern.Another central finding was on the L2 acquisiHon of the direcHonal V-‐VP pajern in E n g l i s h a n d Manda r i n . StaHsHcal ly speaking, L2 Mandarin learners of English, whose inherited direcHonal argument structure solely possessed the form of V-‐PP,

appeared no difficulty in learning the structure of V-‐VP in Mandarin. As a majer of fact, from their wrijen part of tests, this point could also be revealed. Among the 68 V-‐VP sentences made by English speakers, there were over 58 acceptable sentences observed (=85.29 percent). That result was consistent with the theory of Full Transfer Full Access, proposed by Schwartz and Sprouse (1996: 40-‐72). According to the Theory, facing L2 Mandarin input, English speakers first applied their naHve grammar or argument structures to process new data. For the overlapped parts, they would transfer the iniHal state of grammar in which the direcHon or telicity of moHon could and only be formalized in the structure of V-‐PP pajern. As for those fresh grammar properHes, i.e., the direcHonal argument structure of V-‐VP pajern,

L2 Mandarin learners of English had no barriers of learning target directional argument structures



their inherited grammar would be reconstructed based on the UG opHons so as to have a more appropriate access to L2 Mandarin input.

Unlike the L2 Mandarin acquisiHon of English speakers, L2 English counterparts were tested to have significant difficulHes in learning and using English direcHonal argument structures. The analysis on the performance of the L2 English group showed that L2 English learners were prone to considering the V-‐VP form as one of the grammaHcal structures in direcHonal descripHon. As a result, in the tests, they consistently mistook the V-‐VP form, such as * walk enter the room or * run ascend the field, etc., as grammaHcal expressions. Notwithstanding, none V-‐VP structured sentences were found in their wrijen English sentences. That acquisiHon tendency provided us with some clues in L2 English teaching that apart from the grammaHcal English expressions, we should also highlight the negaHve examples in that lacking in sufficient negaHve L2 input, L2 English learners had weak and unstable awareness of such ungrammaHcal V-‐VP pajern in English on the basis of their daily usage. Summarizing, we argued that the previous hypotheses on L2 learners’ acquisiHon on direcHonal argument structures were tentaHvely corroborated, that is, L2 Mandarin learners of English had no barriers of learning target direcHonal argument structures, whereas their counterparts of Mandarin performed significantly bad, even though the L2 English learners of Chinese were supposed to have higher L2 proficiency than the L2 Mandarin counterparts in that the former group had longer span and more intensive experience of L2 studying. In other words, our staHsHcs supported the general hypothesis deduced from the Subset Principle that L2 acquisiHon was much easier to success when it transferred from a subset of knowledge (such as English direcHonal argument structures) to a superset (such as Mandarin direcHonal argument structures) than the reversed acquisiHon direcHon. In fact, disputes on feasibility of the Subset Principle to the L2 acquisiHon, as menHoned in secHon 2.2, were mainly caused by the parameter seAng that the parameters which researchers held

in tesHng the Principle in L2 might be not invulnerable per se (cf. MacLaughlin 1992). Furthermore, from our perspecHves, the availability of the Subset Principle test by argument structure alternaHons in L2 acquisiHon has been over-‐generalized in that its applicaHon was originally parameter-‐oriented. On one hand, the subset-‐superset relaHon constructed by argument alternaHons among languages did not secure any direct concern with values of parameters. On the other hand, even being equipped with the same value of parameter, those alternaHons might also exist in the same or different languages due to other phonological or syntacHc constraints. In order to alleviate or eliminate those concerns, a more crucial work we leave for future research is to tesHfy our hypothesis, from a typological perspecHve, on the parameter causaHon in the classificaHons of the verb framed language, the satellite framed language and the equipollently framed language with more comprehensive theoreHcal and empirical analyses. ReferencesBerwick, R. 1985. The acquisi6on of syntac6c

knowledge. Cambridge, MA: MIT Press.Bi, Luosha. 2012. A SyntacHc-‐SemanHc Approach to

DirecHonal Argument Structure Vdao/Zai in Mandarin: a theoreHcal study and applicaHon. MA. Thesis. Beijing, China: Beijing Language and Culture University.

Chen, Jidong & Ai, Ruixi. 2009. “Encoding moHon and state change in L2 Mandarin”. Proceeding of the 21st North American Conference on Chinese Linguis6cs (NACCL-‐21), in Yun Xiao (ed.) 1, 149-‐164. Smithfield, Rhode Island: Bryant University.

Chen, Liang (2005). The acquisiHon and use of moHon event expressions in Chinese. Ph.D. Diss. Lafayeje, LA: University of Louisiana.

Chomsky, N. 1993. “A Minimalist Program for LinguisHc Theory”. In Kenneth Hale and Samuel J. Keyser (eds.), The View from Building 20: Essays in Linguis6cs in Honor of Sylvain Bromberger: 1-‐52. Cambridge: the MIT Press.

Finer, D. and Broselow, E. 1986. Second language acquisiHon of reflexive binding. NELS, 16:



154-‐168.Finer, D. and Broselow, E. 1991. Parameter seAng in

second language phonology and syntax. Second Language Research, 7: 35-‐59.

Finer, D. 1991. “Binding parameters in second language acquisiHon”. In L. Eubank (ed.), Point counterpoint: Universal Grammar in the second language : 351-‐374. Amsterdam: John Benjamins.

Inagaki, S. 1997. Japanese and Chinese Learners’ acquisiHon of narrow-‐range rules for the daHve alternaHon in English. Language Learning 47: 637-‐669.

Inagaki, S. 2001a. MoHon verbs with goal PPs in L2 acquisiHon of English and Japanese. Studies in Second Language Acquisi6on 23: 153–170.

Inagaki, S. 2001b. “MoHon verbs with locaHonal/direcHonal PPs in English and Japanese”. McGill Working Papers in Linguis6cs 15: 37–79.

Lamarre, C. 2003. The linguisHc encoding of moHon events in Chinese. Xiandai Zhongguoyu Yanjiu 5:1-‐18.

MacLaughlin, D. 1992. Language acquisi6on and the Subset Principle. Unpublished manuscript, Boston University.

Manzini, R. and K. Wexler. 1987. Parameters, Binding Theory, and learnability. Linguis6c Inquiry, 18: 413-‐444.

Mazurkewich, I. 1984. The acquisiHon of the daHve alternaHon by second language learners and linguisHc theory. Language Learning 34: 91–109.

Schwartz, B. D. and R. A. Sprouse. 1996. L2 cogniHve states and the Full Transfer/Full Access model. Second Language Research 12: 40-‐72.

Slobin, D. I. and HoiHng, N. 1994. Reference to movement in spoken and signed languages: Typological consideraHons. Proceeding of the Berkeley Linguis6cs Society, 20: 487-‐505.

Slobin, D. I. 2004. “The many ways to search for a frog: LinguisHc typology and the expression of moHon events”. In S. Strömqvist and L. Verhoeven (eds), Rela6ng Events in Narra6ve: Typological and Contextual Perspec6ves. Mahwah, NJ: Lawrence Erlbaum Associates.

Tai, J. 2003. CogniHve RelaHvism: ResultaHve

ConstrucHon in Chinese. Language and Linguis6cs 4-‐2: 301-‐316.

Talmy, L. 1991. Path to RealizaHon: A Typology of Event ConflaHon. Proceeding of the 17th annual Mee6ng of the Berkeley Linguis6cs Society (BLS 17): 480-‐519.

Talmy, L. 2000. Toward a Cogni6ve Seman6cs Vol II: Typology and Process in Concept Structuring. Cambridge, MA: the MIT Press.

Thomas, M. 1989. The interpretaHon of English reflexive pronouns by non-‐naHve speakers. Studies in Second Language Acquisi6on, 11: 281-‐303.

Wexler, K. and R. Manzini. 1987. “Parameters and learnability in binding theory”. In T. Roeper and E. Williams (eds.), Parameter seing: 41-‐76. Dordrecht: Reidel.

White, L. 1987. Markedness and second language acquisiHon: the quesHon of transfer. Studies in Second Language Acquisi6on 9: 261–286.

White, L. 1989a. “The principle of adjacency in second language acquisiHon: Do L2 learners observe the Subset Principle?”. In S. Gass and J. Schachter (eds.), Linguis6c perspec6ves on second language acquisi6on: 134-‐158. Cambridge: Cambridge University Press.

White, L. 1989b. Universal Grammar and second language acquisi6on. Amsterdam: John Benjamins.

White, L. 1991a. Adverb placement in second language acquisiHon: some effects of posiHve and negaHve evidence in the classroom. Second Language Research 7: 133–161.

White, L. 1991b. Argument structure in second language acquisiHon. French Language Studies 1: 189–207.

Yu, Liming. 1996. The role of L1 in the acquisiHon of moHon verbs in English by Chinese and Japanese learners. The Canadian modern language review 53-‐1: 191-‐218.

Zobl, H. 1988. “ConfiguraHonality and the Subset Principle: The acquisiHon of V1 by Japanese learners of English”. In J. Pankhurst, M. S. Smith and P. V. Buren (eds.), Learnability and second languages: 116-‐131. Dordrecht: Foris.











PRTESOL 39TH ANNUAL CONVENTION AND 11TH CENTRAL AMERICAN AND CARIBBEAN BASIN CONFERENCE

PRELIMINARY PROGRAM

PRTESOL 39TH ANNUAL CONVENTION AND 11TH CENTRAL AMERICAN AND CARIBBEAN BASIN CONFERENCE

PRELIMINARY PROGRAMTitle Presenter

Themes and Graphic Organizers: The Fun Way to Teach ESL

Dr. Ana M. MistralKean University, New Jersey, USA

Teaching Literature to Diverse Learners: PracGcal Tools and Strategies to Enhance Reading and WriGng Skills in the 21st Century ESL Classroom

Gloria M. Custodio & Marisa AlgarínColegio Puertorriqueño de Niñas, San Juan, PR

Reading Skills and Character EducaGon: Using Literature to Teach Values to Diverse Learners

Virginia Burne;Colegio Puertorriqueño de Niñas, San Juan, PR

Technology to Enhance the Vocabulary Development of Diverse Learners

Sandralis Garced & Gloria M. CustodioColegio Puertorriqueño de Niñas, San Juan, PR

Hungry for Shared Learning: CollaboraGng on Global Food Issues

Geraldine WagnerProvidence, RI, USA

Language Diversity: Women, Men and Gay Speech in Aguascalientes.

Juan Antonio Torres González, Claudia Elizabeth Ramón GuGérrez & Mario Augusto Andrade Torres

Universidad Autónoma de Aguas Calientes, Mexico

Developing the “Bilingual GeneraGon” in Puerto Rico: What are the Challenges?

Miriam Eisenstein Ebsworth & Timothy John Ebsworth

New Jersey, USA

VisualizaGon: The Key to Unlocking Writer’s Block Faith Litchock –Morellato Wentworth InsGtute of Technology

Boston, MA, USA

MoGvaGng Teens Through CriGcal Thinking Jim GoldstoneCambridge University Press

Florida, USA

Building Listening and Speaking Skills Jim GoldstoneCambridge University Press

Florida, USA

The Movie-‐Novel ConnecGon for Struggling Readers Maria Genca & Valeria MorronWilliam H. Hall High SchoolHariord, ConnecUcut, USA

Overcoming Stereotypes and Labels Ulrich SchraderMEXTESOL, Mexico

English as InternaGonal Language: What do people need to know?

Dr. Nikki AshcramUniversity of Missouri

Garland, Texas

Why and how to assess oral producGon? Our quest for best pracGces in effecGve teaching and successful learning.

Prof. CrisGna SalgadoInst. Sup. Anisio TeixeiraRío de Janeiro, Brasil

EffecGve Teaching Strategies to Reach All Students Evelyn Pérez MassColegio Puertorriqueño de Niñas, San Juan, PR

Some Teaching Techniques for Visually Impaired Students Husam MadkhaliKing Saud UniversityRiyadh, Saudi Arabia



Title PresenterEnglish, Internet, and Entrepreneurship:

Tools for PromoHng DiversityProf. Sandra M. Dones RománProf. Vigimaris Nadal-‐Ramos

UPR, Río Piedras, P.R.What knowledge does the effecHve teaching of English

require?Maria Esther Lemus Hidalgo

Universidad Autónoma de Aguas Calientes, MexicoThe Digital World as a Classroom:

Using Virtual and Augmented Spaces to Teach StudentsJohansen Quijano-‐CruzUniversity of TexasArlington, Texas

QuanHtaHve and qualitaHve aspects of L1 (Swedish) and L2 (English) idiom comprehension

Monica KarlssonHalmstad UniversityHalland, Sweden

Balanced Literacy: IncorporaHng Literacy & Oral Skills for Young Adults

JANET KABACK & IRIS RAMERMddlesex County College

New Jersey, USAHaving Fun & Learning ESL

(Focus on Reading, WriHng, pronunciaHon Enrichment AcHviHes)

Dra. Jean Rodríguez PazoInter American University

Guayama, P.R.Private EFL EducaHon in HaiH:

Challenges and Rewards J. Francois Vilmenay

HaiHan -‐American InsHtuPort-‐au-‐Prince, HaiD

Reading with Gusto: InnovaHve Approaches to Reading InstrucHon

Renata BobakovaEng. Programs for InternaHonals

South Carolina, USADo we really listen? Debra Freedman

NYC Dept of EducaHonNew York, USA

The City Dog Meets the Country Dog Debra FreedmanBrooklyn CollegeNew York, USA

Learning-‐by-‐Speaking, ExperienHal Learning in AcHon Grazzia Maria Mendoza ChirinosZamorano UniversityTegucigalpa, Honduras

Human beings: Teachers’ most valuable ajainable targets!

Adriana María Morales VascoUniversidad de TolimaIbagué, Colombia

Un-‐Silencing the Afro-‐Puerto Rican Voice: Caribbean Children’s Stories for Puerto Rican Students

Carmen M. TorresUPR

Humacao, PRAlternaHve Assessment:

ImplemenHng Por^olios in the ESL ClassroomClarena Laroja

Texas State UniversityBuda, Texas

It’s the 21st Century: Problem-‐based Learning for ESL Teachers

Dr. Migdalia Cruz ArthurtonVirgin Islands Dept. of Ed.

St. Thomas, US Virgin Islands



Title PresenterEmbracing Diversity Through Readers Theater Hillary Wolfe

Teacher Created MaterialsCalifornia, USA

Literacy in the Balance: Build a solid Framework for InstrucHon

Hillary WolfeTeacher Created Materials

California, US

Take a Literacy World Tour: Using Google Earth in the Classroom


California, USA

Play and Learn AcHve Strategies for Early Childhood Literacy


California, USA

Developing CriHcal Thinking Skills Through Feedback and ReflecHve PracHce

Pia Maria WhiteUniv. Autónoma aguascalientes

Mexico

Teacher Training Approaches/Programs in Central America and Caribbean Basin

Luisa CrisHna Alvarez, Ethnelda Ramirez Paulino, Grazzia Maria Mendoza Chirinos & Joanne Pyra

VenTESOL

WCF and the Training of NNESTs: A Venezuelan Case Study

Evelin A. Ojeda NavedaVenTESOL

Teachers Helping Teachers: VENTESOL Experience

Evelin A. Ojeda Naveda & Luisa CrisHna AlvarezVenTESOL

InstrucHonal Design Strategies used to Provide an Equal Learning Opportunity for Deaf and Hard of

Hearing Learners

Daniel Mercado CruzUNE

Carolina, PR

Digital Learning Zones: Helping you reach every child

Miguel MeléndezScholasHc Inc. PR

Get on Board the Learning Express! IntegraHng Workbooks as an ELT tool

Idamarie AcevedoScholasHc Inc. PR

Take a Literacy World Tour: Using Google Earth in the Classroom


California, USA

Play and Learn AcHve Strategies for Early Childhood Literacy


California, USA

Developing CriHcal Thinking Skills Through Feedback and ReflecHve PracHce

Pia Maria WhiteUniv. Autónoma aguascalientes

Mexico

Teacher Training Approaches/Programs in Central America and Caribbean Basin

Luisa CrisHna Alvarez, Ethnelda Ramirez Paulino, Grazzia Maria Mendoza Chirinos & Joanne Pyra

VenTESOL



WCF and the Training of NNESTs: A Venezuelan Case Study

Evelin A. Ojeda NavedaVenTESOL

Teachers Helping Teachers: VENTESOL Experience

Evelin A. Ojeda Naveda & Luisa CrisHna AlvarezVenTESOL

InstrucHonal Design Strategies used to Provide an Equal Learning Opportunity for Deaf and Hard of

Hearing Learners

Daniel Mercado CruzUNE

Carolina, PR

Digital Learning Zones: Helping you reach every child

Miguel MeléndezScholasHc Inc. PR

Get on Board the Learning Express! IntegraHng Workbooks as an ELT tool

Idamarie AcevedoScholasHc Inc. PR

PRTESOL ConvenUon Preliminary Program

Friday, November 16, 2012

RegistraGon—7:00 -‐ 10:00 am

Breakfast—7:30 -‐ 9:00 am

Publisher’s Exhibit—8:30 -‐ 4:30 pm

Opening Ceremony—9:00 -‐ 9:45 am

Plenary Speaker—9: 50 -‐ 10:50 am

Concurrent Sessions I—11:00 am -‐ 12:00 Noon

Lunch & Visit to Exhibitors—12:00 -‐ 1:30 pm

Chapter MeeGngs—1: 40 -‐ 2:35 pm

Spotlight Session: CA/CB Panel—2: 50 -‐ 3:50 pm

Concurrent Sessions II—4:00 -‐ 5:00 pm Annual Business MeeGng & Raffle—5: 15 -‐ 6:00 pm

Social AcGvity—6:15 -‐ 9:00 pm

Saturday, November 17, 2012

RegistraGon—7:30 -‐ 10:00 am

Breakfast—7:30 -‐ 9:00 am

Publisher’s Exhibit—8:30 -‐ 3:00 pm

Opening Ceremony—9:00 -‐ 9:30 am

Plenary Speaker—9: 40 -‐ 10:40 am

Concurrent Sessions I—10:50 am -‐ 11:50 am

Lunch & Visit to Exhibitors—12: 00 -‐ 1:20 pm

CA / CB – Dr. Josué Alejandro—1:30 -‐ 2:30 pm

Concurrent Sessions II—1:30 -‐ 2:30 pm

Concurrent Sessions III—2:40 -‐ 3:40 pm

Concurrent Sessions IV—3:50 -‐ 4:50 pm



TESOL SYMPOSIUM: FACILITATING LEARNING THROUGH STUDENT

EMPOWERMENTThursday, 15 November 2012

InterconUnental Hotel, Isla VerdeSan Juan, Puerto Rico

Featured Speakers• Kimberly A. Johnson, PhD• Dr. Leni Dam• Charles Hall, PhD, Dr. h.c.

Symposium Host and Closing-‐Session FacilitatorDr. María Antonia Irizarry, former Dean of the School of EducaHon and advisor for curriculum and teaching in the TESL Graduate Program, University of Puerto Rico, Rio Piedras CampusOVERVIEW This 1-‐day symposium guides educators in empowering their university and adult learners. English language educators interact with leading experts in the field and learn about collaboraHng with colleagues, fostering learner autonomy, and guiding ELLs through the complicated steps to becoming professionals in their chosen fields. ParHcipants learn systemic approaches and a wide variety of pracHcal strategies and techniques to more effecHvely meet the needs of their students. This TESOL Symposium precedes the 39th PRTESOL ConvenHon and the 11th Central American & Caribbean Basin Regional Conference, Journey Into English as a Global Language: Embracing Diversity, 16–17 November 2012. For more informaHon on the 39th PRTESOL ConvenHon and the 11th CA & CB Regional Conference, please visit: hjp://puertoricotesol.org, or email the organizaHon at [email protected].

Who Should Abend?• University professors and facility members • Adult educaHon teachers

• All educators involved in helping students succeed at the postsecondary level, including helping students become lifelong learners empowered to succeed in their chosen professions

SYMPOSIUM SCHEDULE

8:30–9:30 am Registration / Networking / Coffee and Continental Breakfast9:30–10:00 am Welcome and Opening RemarksEvelyn Lugo, Ed.D.TESOL PRTESOL President 2012Suzanne Panferov, PhDTESOL International Association President 2012–201310:00–10:30 am Speaker Introductory RemarksKimberly A. Johnson10:30–11:00 am Break11:00–12:00 pm Speaker Introductory RemarksLeni DamCharles Hall12:00–1:30 pm Lunch1:30–3:30 pm Concurrent Workshops• Kimberly A. Johnson, Collaborating—Improvingstudent learning through teacher collaboration• Leni Dam, Empowering—Educating students to become lifelong learners• Charles Hall, Transitioning––Getting students ready for the workforce3:30–4:00 pm Break4:00–5:00 pm Closing SessionSummary and Q&A Panel Session with theFeatured SpeakersFacilitatorDr. María Antonia Irizarry













Fostering Content-‐Based InstrucDon Through CollaboraDon

by Laura Schall-‐Leckrone and Kevin O'Connor

English learners face simultaneous pressures to master academic content through English as they develop proficiency in English (Lucas, Villegas, & Freedson-‐Gonzalez, 2008). This is especially pressing in Massachusejs, USA, due to a 2002 ballot iniHaHve that replaced transiHonal bilingual educaHon with mainstreaming ELs within one year, despite evidence that academic fluency takes much longer. However, this is not just a Massachusejs problem: U.S. educaHonal policy, parHcularly the No Child Leo Behind (NCLB) legislaHon of 2001, created a naHonal trend towards rapid EL inclusion (McClure & Cahnmann-‐Taylor, 2010). In addiHon, an increasing number of nonnaHve English speaking students study academic content in English in secondary schools, colleges, and universiHes throughout the world (Hyland, 2009).

To succeed in school, ELs must read and write academic texts in varied content areas; yet, there is no generic academic English (Hyland, 2009. Disciplines use language to construct and present knowledge in different ways (Shanahan & Shanahan, 2008). Given these factors, there are several approaches to supporHng content-‐based language learning for mainstreamed ELs:

• Content teachers can learn about second language learning and, specifically, how to shelter instrucHon.

• ESL teachers can gain content knowledge and content cerHficaHon.

• Language specialists and content teachers may collaborate to varying degrees.

Each approach has its benefits and challenges. Content area teachers need to learn how to idenHfy and teach the language demands of their disciplines. Conversely, ESL teachers need to become proficient in the standards, pedagogy, and discourse pracHces of content areas. If each discipline has a specialized knowledge-‐base and

configures language in its own unique way, how can ESL teachers be equipped to teach ELs content-‐based language when it takes years of subject majer study for content specialists to learn the skills and knowledge of their field?

ParHcipant discussion at a 2012 TESOL annual convenHon session about this dilemma provides a snapshot of knowledge in the field and touches on significant theories and pracHces in research. (Responses have been synthesized and augmented here.) Discussion focused on these three essenHal quesHons:

1. What strategies have you implemented that equip ESL teachers to teach content-‐based language?

2. What strategies have you used to foster collaboraHon between content and language specialists to advance the content-‐based language learning of ELs?

3. What challenges persist in idenHfying and teaching the language demands of the content areas for ESL teachers and content teachers?

Equipping ESL Teachers for Content-‐Based InstrucDon (CBI)

Gaining Content KnowledgeIn order to prepare for CBI, ESL teachers need to become familiar with the epistemology (how content experts know), pedagogy, and discourse pracHces of the content area. ParHcipants in the TESOL discussion suggested ESL teachers do so by:

• observing content classrooms,• engaging in professional development

including book studies with content specialists, and

• coteaching or “pushing in” instrucHon in content classes.

ResourcesResources and tools that aid ESL (and content) teachers in teaching content to ELs include:

• manipulaHves,







• realia,• electronic textbooks,• adapted readers, and• scaffolding approaches like the sheltered

instrucHon observaHon protocol (SIOP) (Echevarría, Vogt, & Short, 2008).

UDlizing Language ExperDseGiven their experHse with language, ESL teachers can analyze language and literacy skills in content standards and instrucHon. Then, they can develop language-‐based content curricula tailored to EL proficiency levels and, more specifically, crao language objecHves that align with content objecHves but go beyond teaching vocabulary. Such instrucHon ideally provides ELs with ample opportuniHes to interact as they engage in instrucHon targeted to develop discipline-‐specific reading, wriHng, speaking, and listening skills. In sum, ESL teachers can idenHfy language demands of parHcular content areas and work collaboraHvely with content specialists to teach them.

Strategies to Foster Teacher CollaboraDon

Ideally, collaboraHon should draw on ESL and content teachers’ pooled experHse in equal measures. In reality, ESL teachers fill a spectrum of roles from serving as teacher assistants in mainstream classrooms, providing push-‐in or pull-‐out instrucHon, and coteaching alongside content teachers, to coaching content teachers in sheltering techniques. Engaging in genuine collaboraHon takes Hme and support; in the interim some ESL teachers may feel marginalized.

Two key strategies that foster collaboraHon between content and language specialists emerged from the TESOL session:

• Engaging in two-‐way observaHons to idenHfy aligned content and language objecHves

• Planning together how objecHves will be implemented in strategic, complementary instrucHonal approaches.

When to CollaborateTime to collaborate can be built into

• workshops• flexHme• professional learning communiHes• “happy hours” (or any extracurricular

teacher gatherings) with incenHves (food/door prizes)

CommunicaHon between content and language specialists also can be facilitated through electronic media when teachers post curriculum, lesson plans, and assessments online.

However, successful collaboraHon requires a shared vision and responsibility for EL learning guided by supporHve school and district leadership. Status and logisHcal issues need to be tackled given the move in the United States toward mainstream inclusion and the largely posiHve and “unproblemaHc presentaHon of co-‐teaching as a panacea for educaHng ELs” (McClure & Cahnmann-‐Taylor, 2010, p. 101).

Equipping Content Teachers to Teach Academic Language

ChallengesChallenges persist in equipping content teachers to teach academic language. Beyond addressing issues that may otherwise undermine the collaboraHve planning and coteaching of language and content teachers, some pracHcal problems also must be solved. Discussion parHcipants suggested that these include providing adequate Hme and sufficient ESL personnel, instrucHonal resources, training, and administraHve support to help content teachers prepare to teach ELs.

Possible SoluDonsOverall, content teachers must be equipped with the orientaHons and skills of linguisHcally responsive teachers, such as

• knowledge of language,• processes of second language acquisiHon,• awareness of the linguisHc challenges of

academic language,• impact of sociocultural factors on learning,

and



• willingness to examine how their own perspecHves and backgrounds influence instrucHonal pracHces (Lucas, Villegas, & Freedson-‐Gonzalez, 2008).

ESL teachers can serve as allies and coaches to content teachers as they develop these disposiHons, understandings, and skills. Similarly, content teachers can support and guide ESL teachers toward a bejer grasp of the knowledge, pedagogy, and discourse pracHces of their discipline. Ideally, all teachers might embrace roles as language teachers and share responsibility for ELs’ development of content-‐based language skills that are key to academic success. Conclusion

CollaboraHon between ESL and content teachers holds the promise of boosHng ELs’ academic achievement. For this promise to be realized, supports can be provided to content and language specialists alike to enable them to pool knowledge and learn from and with one another. School and district leaders can facilitate this process by promoHng a shared sense of mission, establishing common meeHng Hmes, and providing material resources. When those with complementary areas of experHse together idenHfy linguisHc demands of content areas, develop and implement strategies that integrate language and content instrucHon, and study their efforts, knowledge of how to meet the needs of ELs will conHnue to advance (Shanahan & Shanahan, 2008).AcknowledgementsWe would like to thank session parHcipants for sharing their knowledge with us, especially Francis Bailey, who reviewed this arHcle before we submijed it.

References

Echevarría, J.,Vogt, M. E., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model (2nd ed.). Boston: Pearson EducaHon, Inc.

Hyland, K. (2009). Academic discourse. London: ConHnuum.

Lucas, T., Villegas, A. M., & Freedson-‐Gonzalez, M. (2008). LinguisHcally responsive teacher educaHon: Preparing classroom teachers to teach English language learners. Journal of Teacher Educa6on, 59, 361–373.

McClure, G., & Cahnmann-‐Taylor, M. (2010). Pushing back against push-‐in: ESL teacher resistance and the complexiHes of coteaching. TESOL Journal, 1(1), 101–129.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-‐area literacy. Harvard Educa6onal Review, 78(1), 40–59.

Laura Schall-‐Leckrone is a doctoral candidate at Boston College with teaching and administra6ve experience with bilingual learners in U.S. public schools. Her focus is on preparing teachers and school leaders to work with ELs. She currently is studying how novice history teachers learn to teach bilingual students the language and content of history from preservice coursework to classroom prac6ce.

Kevin O’Connor has worked as an adult ESOL teacher and administrator for more than 15 years. He is currently associate director at Framingham Adult ESL Plus and is pursuing a doctoral degree in curriculum and instruc6on at Boston College. His focus is on preparing mainstream teachers to work effec6vely with ELs.

Have you applied or recommended someone for one of PRTESOL’s many Awards and Scholarships

yet? Visit the PRTESOL webpage hYp://puertoricotesol.org/ and check out the various awards and scholarships available to students,

teachers and researchers. Download the applicaDon form and send it in

before September 20, 2012. For more informaDon, contact Dr. Naomi Vega,

[email protected]

mailto:[email protected]?subject=Re%3A%20TESOL%20Connections%20Article




http://puertoricotesol.org








Vivian Rivera Maysonet, President The Central Chapter is now improved and eager to attend your needs as a teacher and TESOL member. Our desire is to assist you in the challenges that ESL teachers meet with today. We believe that it is imperative that every teacher acknowledges the constant changes in Education that affect every students' learning experience. Teachers are responsible of their professional develpoment and PRTESOL Central Chapter is here to help you.

I am very excited to invite you to our Central Chapter Conference (see flyer on page 22) to be held September 29, 2012, in Thomas Alva Edison School in Caguas. Our theme responds to the necessities that we teachers are facing in our profession.

Concurrent Sessions include: Electronic Portfolio Creative Teaching: Use of Foldables The Burnout Syndrome Awakening the Passion to Write Dealing with Parents Effectively Integrating Music in the Classroom Puerto Rican English Writers Association Curriculum Mapping

I hope to see you all this day. We must ignite our passion to teach and inspire our students to learn. All teachers and professors from Barranquitas, Comerío, Aguas Buenas, Caguas, Gurabo, San Lorenzo, Cidra, Aibonito, Cayey, Guayama, Arroyo,

and Patillas are especially invited to attend and to join PRTESOL. All teachers are welcome to this professional development seminar. Come be a part of the new Central Chapter and join the fun.

Rosa Emma Mejias, PresidentHello Metro Chapter Members!Don’t miss the Fourth Storytelling Contest on October 5 & 6 at Universidad Sagrado Corazón. Teachers and students from all levels are invited to participate. Check our website for more information and registration forms. PRTESOL Metro Chapter BoardRosa Emma Mejías Cepero 787-746-6129 Metro Chapter PresidentNoami Vega 787-728-1515http://metro.prtesol.angelfire.com/

William Alicea, PresidentNorthern Conference will be the rally point for the northern regional conference on September 15: “It’s a Small World After All”. It will be held at InterAmerican University in Arecibo. Congratulations to William on the birth of his child.

P R T E S L - G R A M CHAPTERS IN ACTION

http://prtesol-centralchapter.blogspot.com/p/our-activities.html




http://metro.prtesol.angelfire.com

http://metro.prtesol.angelfire.com



Hiramys Santiago, PresidentWestern Chapter held its annual Spelling Bee. The winners were

Edward Torres, PresidentThe 2012 PRTESOL Summer InsHtute on Saturday, June 9, 2012, was held at PUCPR, Ponce campus. The theme Oral CommunicaHon: Make It Happen! was discussed at the elementary, high school, and higher ed levels. ParHcipants were acHvely engaged in discussions and acHviHes to help their students become more proficient in oral skills in English.

Visit hjp://southern.prtesol.angelfire.com/

Dr. Jorge Figueroa, President“Looking for the L in TESOL: Leadership” was the theme of the Eastern Chapter conference given by Dr. Gladys Pérez. Great workshops were well ajended.

http://southern.prtesol.angelfire.com

http://southern.prtesol.angelfire.com



Visit the Eastern Capter website hjp://www.eprtesol.org/#!

GreeUngs from MEXTESOL!

MEXTESOL’s 39th InternaHonal ConvenHon will be held in Puerto Vallarta, Jalisco from October 18th to the 21st, 2012. The theme for this year’s convenHon is “Leading the way to excellence in ELT”.

We anHcipate that there will again be well over 100 speakers from Mexico and from abroad giving workshops, academic papers, panel discussions, in-‐progress research reports, academic demonstraHons and poster session, not to menHon, plenary sessions given by Wanda Griffith, Christopher FalHs, Margie S. Berns, Brita Banitz, David Spencer, Joan Shin and Jeremy Harmer…..all of whom will also be giving keynote addresses

along with Michael Rudder, Kay Davis, Mario Herrera, and Hey-‐Yeon Lim!

Of course there will also be the largest exhibiHon of English language teaching materials and educaHonal insHtuHons in the EFL field present at the convenHon. Check out the ajracHons that P u e r t o V a l l a r t a h a s t o o ff e r a t : www.visitpuertovallarta.com

It’s not too early to start planning your parHcipaHon in MEXTESOL’s 39th InternaHonal ConvenHon. If you are interested in being a speaker or ajending, visit hjp://www.mextesol.com.mx/

Central American and Caribbean Basin Region

PRTESOL is hosHng the CA and CB Region during our annual convenHon in November. We are so pleased to have speakers and parHcipants from

✴El Salvador,

✴Mexico,

✴Venezuela,

✴Brasil,

✴Honduras,

✴Colombia,

✴HaiH,

✴St Thomas, US VI

REGISTER TODAY FOR THIS YEAR’S CONVENTION!

http://www.eprtesol.org/#




http://www.visitpuertovallarta.com/

http://www.visitpuertovallarta.com/

http://www.mextesol.com.mx

http://www.mextesol.com.mx



CommunicaUve AcUviUes in the ClassroomCarmelo Arbona

Teaching a language must include all aspects of language: linguisHc, strategic, social, and communicaHve. The linguisDc aspect considers the phonological, morphological, and syntacHcal features of the target language; however, the strategic aspect seeks to teach how to manage certain skills such as beginning or ending a conversaHon. The social aspect of language is a majer of appropriateness of language use in parHcular social contexts, for example, a wedding or a funeral, speaking to people in authority. Finally, communicaDve acHviHes are those used to emphasize and develop the students’ skill in the funcHonal aspect of language, i.e. to convey an intended meaning effecHvely in a specific situaHon. The purpose of funcDonal communicaHon acHviHes is to provide the students with opportuniHes to use the language forms learned to communicate meaning in progressively realisHc and relevant situaHons for the student. Lijlewood presents the funcHonal communicaHve exercises in four progressive groups according to the two main uses of language which are to share and/or process informaHon. These are as follows, a) Sharing informaDon with restricted cooperaDon -‐ These are acHviHes where a simple pajern of interacHon is created through an informaHon gap exercise. The learner must ask appropriate types of quesHons to discover or obtain some informaHon his or her partner has. Vocabulary would be limited to the content of acHvity materials; (for example, pictures, drawings, pajerns, maps, etc.). Two students can be given plane schedules with missing informaHon. Each will have to ask specific quesHons about Hme, “At what Hme does flight # XYZ take off? How long will the flight take? At what Hme does the flight land?” Other excercises will focus on quesHons regarding locaHon, instrucHons to perform a task,

or asking/answering certain types of quesHons (How many/How much, There are/There is).

b) Shar ing informaDon wi th unrest r i c ted cooperaDon -‐ These are communicaHve acHviHes where the restricHons limiHng the cooperaHon between the interlocutors are reduced therefore increasing the interacHon, creaHvity, spontaneity, and fluency. Students are allowed more freedom in the use of language in overcoming the infomaHon gap. They are not limited to a script or specific pajerns of speech or vocabulary.

c) Sharing and processing informaDon -‐ These are acHviHes in which students working together share the informaHon they have and then together they process, analyze, and evaluate the facts shared in order to solve a problem. In this way, the student not only shares informaHon, but discusses, explains, and evaluates it requiring the use of different language skills. Jigsaw group acHviHes are useful for this kind of interacHons (See hjp://www.jigsaw.org/ for details on using jigsaw groups).

d) Processing informaDon -‐ AcHviHes in this group give the highest degree of interaHon because the students will be processing or analyzing the informaHon provided to solve a problem or make a dec i s i on . S tudent s w i l l be i n te racHng collaboraHvely in groups in problem-‐solving situaHons rather than involved in game-‐like acHviHes.

A variety of acHviHes are needed to provide the students with not only the vocabulary and the grammar, but also with the social and communicaHve skills to communicate effecHvely.

http://www.jigsaw.org






The Impact and Spread of English as a Global Language

By David H. Luciano, Ed D Copyright@2012

The English language has become a global language. It is used around the world especially in the areas of commerce (trade) and internaGonal relaGons. But, what is the meaning of English as a global language? Crystal (2003) in his book English as a Global Language asserts that a language achieves a global status when it develops a special role that is recognized in every country. Swales (1997) esGmates that more than 50% of the millions of academic papers published each year are wri;en in English. It is said that English is the language of science and technology. For example 98% of all German physics use English as the language of work, as well as 83% chemists and 81% of biologists and psychologists (Graddol, 1997). Graddol (1997) a l s o s p e a k s a b o u t t h e apparently “unstoppable” trend toward global English usage. Others like Wallreff (2000) argue that for example, the spread of Spanish in the United States indicates that English is not sweeping away all before it. It is important to note that this last posture is not the norm on the contrary many believe that English is already or becoming a global language.

Many governments around the world are adopGng English as a mandatory subject at very early ages, even if they lack adequate funding or the development of curricula and materials for younger learners. In China, English was introduced as a compulsory subject in the third grade, in the year 2001. In Hong Kong, English is taught in schools as well as in Japan which requires nine years of compulsory educaGon in English (Nunan, 2003). Here is where the educator’s responsibility begins. The educator that works with students learning English as a Second Language (ESL) or as a foreign language

(EFL), also known as English language learners (ELL) has to be knowledgeable and acquainted with all the new educaGonal policies and pracGces. Another important thing to keep in mind as an educator is the culture and first language (L1) of the English language learners (ELL) being taught. The word vanguard has to be included in his/her vocabulary. In their arGcle Facing the Globaliza6on Challenge in the Realm of English Language Teaching, Sifakis & Sourgari, (2003) present three major trends or currents that permeate the teaching of English as a second language. These are: one such trend, which concentrates on perceiving language as a means of understanding aspects of contemporary society, views the area of EFL as a site which embodies the constant and dynamic struggles of people in world society; a second one that adopts a strictly ideological

v i e w p o i n t o f E F L a n d concentrates on the policies underlying the neo-‐colonialist policies and curricular decisions of English-‐speaking countries; and the third trend adopts a more teacher-‐oriented stance and considers what the foreign-‐language teacher’s share in the EFL arena. In this respect teachers have to be aware of the cultural and linguisGc

threats of English regarding the mother tongue of the country they work in. On the other hand in his arGcle Gtled English for Globaliza6on or for the World’s People (2001), Robert Phillipson asserts that the English language is an integral part of the globalizaGon process. He also argues that English is the dominant language of commerce (trade) and internaGonal poliGcs. It has the support of the United NaGons (UN), the World Trade OrganizaGon (WTO) and the European Union (EU). According to Phillipson (2001) there has been one ignored aspect and it is the fact that the majority of the world’s ciGzens do not speak English, whether as a mother tongue or as a second or foreign language. Ethnologue: languages of the world (2012) for example esGmates that Mandarin is the most spoken

It is important to stress the fact that the majority of experts agree on English being a global language in the areas of commerce or world trade and internaDonal relaDons and poliDcs. Now speaking about this last comment one has to ask, what is the impact of English on educaDonal policies and pracDces?



Former PRTESOL presidents

2012 PRTESOL Board of Directors

language in the world with approximately 845 million naGve speakers if we add all of the Chinese varieGes then it is 1.2 billion speakers; this followed by Spanish with 329 million of naGve speakers; and English with 328 million naGve speakers if we add all of the second language and foreign language speakers the total is 1.5 billion speakers around the world. In Puerto Rico for example, where there has been the influence of the American NaGon (the United States) since 1898 one cannot talk about bilingualism for the enGre populaGon. Spanish is sGll the official language or mother tongue that resists the imposiGon of a second language. Even though English is taught as a compulsory subject in schools (private and public) only a very low percentage of the populaGon is considered as fully bilingual (mastering both English and Spanish). It is important to stress the fact that the majority of experts agree on English being a global language in the areas of commerce or world trade and internaGonal relaGons and poliGcs. Now speaking about this last comment one has to ask, what is the impact of English on educaGonal policies and pracGces? It has already been menGoned that in many countries such as China, Hong Kong, and Japan the impact of English on educaGonal policies has been for example to adopt English as a compulsory subject in schools. In these countries English is being taught at very early age in their public school systems. Another effect or impact of English as a global language in the educaGonal pracGces is in the area of curricular integraGon of informaGon technologies and communicaGons. García, Mir, & Reparáez (2001) present some outstanding points at the technological level. They speak about the internet and didacGc resources. They assert that the majority of web pages on Natural Sciences are in English. It was already menGoned that many scholars use English as the language of work. They also assert that the Internet is an ideal place for cooperaGve learning (technique widely used by teachers in the classrooms). Many people from different countries coexist in the internet and communicate and share ideas in the English language. They menGon something called “virtual

classrooms”: where students from around the world interact using the global language of English. And they also menGon the “online formaGon” where through: chat rooms, e-‐mail , and forums, communicaGon occurs (distance communicaGon) in English which is considered the language of communicaGon. David Nunan (2003) in his arGcle The Impact of English as a Global Language on Educa6onal Policies and Prac6ces in the Asia-‐Pacific Region presents another important aspect related to the impact of English as a global language. He asserts that in the majority of Asian-‐Pacific countries there is inequality in terms of the access to an effecGve educaGon in English. Nunan (2003) asserts that the quality of instrucGon in public schools in China for example, is so poor that English is not learned in school. Only the children of wealthy parents who are sent to private schools learn English. Also those with the financial resources for extended schooling or amer hour school have access to a be;er educaGon. This is also seen in Puerto Rico. The College Entrance and ExaminaGon Board (CEEB) results in the English area show that students in private schools have be;er scores than those who hail from public schools. This is an example of the fact that educaGon in a second language (such as English) is increasingly becoming a luxury and only those with the financial resources have the be;er access to it. Michal W. Apple (2001) in his arGcle Markets, Standards, Teaching, and Teacher Educa6on speaks about the raGonalizaGon of the educaGonal poliGcs which becomes one for the people with power who are wealthy and can choose which schools their children will a;end, and also what will they learn. This is also considered one of the negaGve effects of the globalizaGon process. In Puerto Rico the quality of English teachers in the public school system allows for anyone with the proper moGvaGon and aztude to learn English without the need of wealth or power. Another important aspect about the impact of English as a global language is the area of teacher’s educaGon. In countries like Hong Kong unprepared and unqualified or uncerGfied teachers are being



used in the public system, teachers who are not supposed to be teaching English as a second or foreign language. In Puerto Rico one has to be proud of the quality of English teachers. This is probably as a result of our poliGcal background and current status. Even though there is a shortage of English teachers and professors the ones available are prepared, qualified, cerGfied and they all master the language not to menGon the fact that they are moGvated and have the moral obligaGon of providing with excellence in educaGon. To conclude in this arGcle the topic of the impact and spread of English as a global language in educaGonal policies and pracGces has been presented. It is clear that the globalizaGon process has an effect on educaGon whether favorable or 6 unfavorable, especially with regards to the subject of the diffusion of English as a global or internaGonal language and its impact on educaGon. The majority of authors agree that English is indeed a global language in the areas of trade, economics and internaGonal relaGons and poliGcs. It is also important to remember that English is viewed as a global language in the areas of communicaGon worldwide through the internet and the broadening and opening of borders that results as a consequence. But there are some aspects in which many experts also agree which are negaGve or unfavorable. For example, the negaGve impact it has had on the so called marginalized or under achievers because they lack the financial resources to learn a second language through private schools. In this aspect here in Puerto Rico even though the College Entrance and ExaminaGon Board(CEEB) scores reflect that children from private schools score higher than those who hail from public schools it is more a moGvaGon vs. apGtude factor. The quality of educaGon in the public system allows for anyone to learn English; however the moGvaGonal aspect is always something to take into consideraGon. This is why almost every teacher agrees that moGvaGng their students is a necessary but though task to accomplish. A second aspect which is unfavorable to the spread of English as a global language is the shortage

of qualified professionals in the educaGonal business to teach English as a second or foreign language. The examples of countries such as Hong Kong and China are presented where the quality of instrucGon is noGceably affected this due to the hiring of unqualified professionals in the area of teaching English as second or foreign language. Once again this is not the case of Puerto Rico. 7

One favorable aspect of the globalizaGon of the English language is the opening or broadening of borders, especially through distance educaGon. CommunicaGon takes place through the internet, people from different countries coexist and share their knowledge and experiences in the same place and using the same language, English. In Puerto Rico, the Puerto Rico of the 21st Century the impact and spread of English as a global language in the educaGonal policies and pracGces can also be seen. The invasion (this without reference to any parGcular poliGcal ideology) of Puerto Rico by the United States since 1898 has provoked or has had as a consequence that English is a compulsory subject taught in public and private schools from a very early age. One the posiGve effects of the past statement is that the professionals in charge of teaching English as a second language (ESL) are highly competent and qualified. And this also gives the opportunity of learning a second language for free, many students have learned English in school, it is a ma;er of moGvaGon, effort and an established goal. The bo;om line is that is it important and necessary to learn English because of its impact and spread as a global language. It is also important because English is the language chosen by many scholars around the world as well as the language of communicaGon in the internet. Finally it is important to know that learning a second language such as English in Puerto Rico can be accomplished in the public school system while learning also to preserve our vernacular or mother tongue, Spanish. 8

References Apple, M. (2001). Markets, standards, teaching, and teacher educaGon. Journal of



Teacher Educa6on. 52(3): 182-‐196. Crystal, D. (2003). English as a global language.2nd ediGon. Cambridge University Press. Lewis, M. (2012). Ethonologue: languages of the world. Retrieve August 8, 2012 from h;p://www.ethnologue.com/web.asp. García, F; Mir, J. & Repáraez, C. (2001). Globalización: Nuevas prácGcas educaGvas. ESE. 1:43-‐58. Graddol, D. (1997). The future of English. London: The Bri6sh Council. Nunan, D. (2003). The impact of English as a global language on educaGonal policies and pracGces in the asia-‐pacific region. Tesol Quarterly. 37(4): 589-‐613. Phillipson, R. (2000). English for globalizaGon or for the world´s people? Interna6onal Review of Educa6on. 47(3/4): 185-‐200. Sifakis, N. & Sougari, A. (2003). Facing the globalizaGon challenge in the realm of English Language teaching. Language and Educa6on. 17(1): 59-‐71. Swales, J. (1997). English as tyrannosaurus rex. World Englishes. 16(3): 373-‐382. Tsuda, Y. (1994). The diffusion of english: Its impact on culture and communicaGon. Communica6on Review. 16: 49-‐61. Wallraff, B. (2000, November). What global language? The AtlanGc Monthly, 286 (5), 52-‐66.

PRTESOL members received in the mail a ballot to vote on the ratification of the amendments to the by-laws of our

organization. Please send in your ballot on the ratification of the PRTESOL By-laws before September 26.

If you need a copy of the ballot contact Dr. Gladys Perez, [email protected]

THETESOLSymposiumWill kick off the 39th PRTESOL Convention and the 11th Central American & Caribbean Basin Regional Conference

Journey Into English as a Global Language: Embracing

Diversity 16-17 NOVEMBER 2012

http://www.ethnologue.com/web.asp

http://www.ethnologue.com/web.asp

P R T E S L - G R A M ! APRIL 2012

36

PRTESOLP. O. Box 366828 San Juan, Puerto Rico 00936-6828

NonprofitOrganization US Postage

PAIDSan Juan, PRPermit 3329

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