Conference Presentations-Fall 2011
Recent Conference Presentations-Fall 2010
The handout for both of these presentations was essentially the same and does not differ too much from the ones used last year. However, the content of the actual talk has been updated considerably but I do not choose to post the complete Power Point presentation since there are comments and explanations that are needed to understand many of the slides.
Deyoe-Chiullán, R. (2010). Error Correction in English Language Learners: Common Sense and Realities. TWU Billie J. Askew Early Literacy Institute, Dallas, TX, November 2, 2010.
Deyoe-Chiullán, R. (2010). Error Correction, Praise, and Motivation in ESL. 2010 Annual Fall TexTESOL V Conference: English Language Proficiency for All: Breaking Barriers with ESL. Mansfield, TX. October 2, 2010.
Error Correction in English Language Learners:
Common Sense and Realities
Dr. Rita Deyoe-Chiullán
TWU Early Literacy, Reading Recovery & Leadership Institute, November 1-3, 2010
Hyatt Regency at Reunion, Dallas, Texas on Tuesday, November 2, 2010 at 3:15-4:45
Appropriate Non-punitive Corrections
•Borrowed or invented words HIGHLIGHT FOR CORRECTION Translate, if needed.
•Non-characteristic vocabulary choices HIGHLIGHT FOR ATTENTION Explain, if needed.
•Pencil lapses HIGHLIGHT FOR CORRECTION Note contrasting forms for information.
•Developmental/dialectal variants WRITE IN CORRECTIONS Avoid public correction.
•L1 transfer/interference WRITE IN CORRECTIONS Teach short whole group focus lessons, as examples of contrastive structures that younger students may also have problems with.
•Runtime errors HIGHLIGHT Explain, if needed.
•Approximating native-speaker structure HIGHLIGHT Explain, if needed.
If the purposes of the course require you to teach and grade writing skills and you use process writing with multiple drafts…
•Highlight errors they may be able to correct if they read it aloud to themselves or to a peer, but be prepared to courteously explain.
•Cue homophones: effect/affect, since/sense, bored/board, complement/compliment
•Provide private written corrections for errors they have probably been making ever since they started speaking and writing in English/Spanish. Developmental/Dialectal Variants
•Show them how express ideas or structures they may never have heard neither spoken nor seen written. L1 Transfer/Interference
If the purposes of the course do NOT require you to teach and grade writing skills and you do not need multiple drafts to determine whether or not they understood course content…
•Highlight what they could fix by themselves and edit what they probably couldn’t, or edit everything and tell them not to try to use all the corrections. They may choose a few to work on.
•Don’t anguish over whether they use your editing. If they are ready to use it, they will appreciate your “comprehensible input”.
•If they aren’t punished for writing, they may continue to grow as writers and avoid “atrophy” in their first language or “fossilization” in their second or third.
•No re-writing is required or expected. Students choose one or two issues they find interesting or surprising, which they will share with classmates.
•The student selects one of his/her errors to explain to the small class of peers, thus becoming the authority on that error.
•No time is spent trying to learn general rules or apply them in practice exercises. Specific errors are discussed within the context in which they occurred.
•Recognize and respect the writer’s voice, even when it differs from your own personal style preferences.
•Set aside a brief amount of time in class for students to pair with a buddy of their own choosing to read their corrections and discuss any they don’t understand. Be available to explain any corrections that neither the writer nor his/her peer understands.
•Provide reading response templates or lists of criteria that will guide your students to write complete sentences that will lead them to mirror more complex and developed language usage than they might choose to use otherwise.
Dr. Chiullán’s Reading Response Template: NewKnewSRU or NKSRU
NEW: What was new to me in this reading selection was the idea that it is the parent’s affective response to the baby that stimulates language development. While we more easily learn that which is similar to what we already know, our attention is drawn to that which is novel or new; and until we pay attention, we don’t learn anything!
KNEW: What I already knew from previous courses were Krashen’s Five Hypotheses and how they affect instructional planning. When we can link new information to known concepts or information, we are more likely to be able to recall, understand, and use it.
SURPRISED: What I was surprised to learn was that extrinsic rewards are only effective for low level or mechanical tasks or skills learning. When something surprises us, that is likely an indication that we have a previous belief or information that is incorrect and needs to be changed.
REINFORCED: What reinforced what I had experienced or believed previously was the research that showed that students who are fully literate in their first language more easily become fully literate in a second or third language. When new knowledge reinforces our intuitive or experienced perceptions, the new information serves to strengthen previous attitudes.
USEFUL: What I found most useful to me as a bilingual/ESL teacher were the lists of true and false cognates in Spanish and English that were provided in Appendix A. When we can state why the new knowledge is useful to us for a particular instrumental goal, we are more likely to value and attempt to retain the knowledge or to maintain our access to it by noting the source.
•Make it clear that your corrections are a gift of knowledge, not a punishment for taking risks and trying to learn. Don’t count off for their linguistic errors in writing.
•Provide structured opportunities in a low threat environment to read aloud in their weaker language to a peer. Be available and prepared to explain vocabulary that neither peer knows. Provide reading material in Spanish in both narrative and expository genres that is just above the level of everyday speech in your community.
•Finally, talk with your students about their feelings and previous experiences with regard to error correction. If they believe you are open to their perceptions and opinions and truly want to support their academic growth and success, they will provide you with clear and useful guidance.
“Improving the Writing Skills of Preservice Bilingual Teacher Education Candidates”
by Rita M. Deyoe-Chiullan, pps. 182-205, in Current Issues and Best Practice in Bilingual and ESL Education, Eds. P. Dam & M. Cowart, Fall 2008, Texas Woman’s University/Federation of North Texas Area Universities.
“Rescuing Spanish for U.S. Heritage Speakers and Writers of the Language”
by Rita M. Deyoe-Chiullan, pps. 164-183, in Understanding the English Language Learner, Eds. P. Dam & M. Cowart, Fall 2009, Texas Woman’s University/Federation of North Texas Area Universities.
For limited remaining copies of the monographs, contact mcowart@twu.edu Melinda Cowart, Managing Editor of the Monograph Series.
Filed under Uncategorized | Comment (0)Current Professional Profile
Dr. Rita M. Deyoe-Chiullán
Blog: http://maestrostexas.edublogs.org
Email: maestrostexas@gmail.com
Twitter: rimadech
Professional Preparation
Ph.D. Kansas State University
Curriculum and Instruction/Multicultural-Bilingual
M.A. Kansas State University
Speech/Linguistics
B.A. Kansas State University
Speech/Linguistics
Recent Teaching
American College of Education
BE 501 Foundations of Bilingual/ESL Education
CI 531 Curriculum and Instructional Design with Emphasis on Multicultural Classrooms
ES 506 Linguistics for Teachers of English to Speakers of Other Languages (TESOL)
Texas Woman’s University
EDBE 3003 Linguistics for ESL Educators
EDBE 3013 Second Language Assessment and Monitoring
EDBE 3033 Language and Culture
EDBE 3113 Bilingual Education: Instructional Applications and Materials
EDBE 3453 Developing Second Language Instructional Skills
EDBE 3643 Foundations of Bilingual Education
EDBE 4453 Bilingual Acquisition Processes
EDBE 5453 English as a Second Language: Methods
Southern Methodist University
EDU 6339 Content in Bilingual Education
EDU 6319 Fundamentals of Bilingual Education
EDU 6321 Reading for the Bilingual Child
Texas Wesleyan University
EDU 4317 English as a Second Language Methodology
EDU 4329 Content Methodology in the Bilingual Classroom
RDG 4301 Beginning Literacy
EDU 6320 English as a Second Language Methodology
EDU 6356 Applied Linguistics
Profile
Rita Deyoe-Chiullán’s first teaching position was as a university ESL instructor for medical and engineering students in Colombia, South America, where she later taught in a British-Colombian bilingual private school as well as teaching ESL and linguistics in Colombian universities. After returning to the U.S., she taught graduate education courses for teachers and administrators for sixteen years. More recently, she spent several years teaching various bilingual elementary grades and middle school regular education assignments, followed by a few years as a bilingual specialist in a school district alternative teacher certification program. Since retiring from the Texas public schools, she teaches part-time or full-time at universities. She has said she retired in order to devote herself to teaching and learning. What she most enjoys is contributing to the success of her students and constantly learning new information, skills and pathways to learning that she can share.
Dr. Deyoe-Chiullán’s scholarly efforts focus on teacher preparation, particularly on issues related to preparing qualified bilingual/ESL teachers and bilingual curriculum development. Recently, her writing often appears as chapters in monographs for practicing and preservice educators, such as ”Improving the Writing Skills of Preservice Bilingual Teacher Education Candidates” in Current Issues and Best Practice in Bilingual and ESL Education, Fall 2008; and “Rescuing Spanish for U.S. Heritage Speakers and Writers of the Language” in Understanding the English Language Learner, Fall 2009, (Eds. Dam, P. and Cowart, M. Denton TX: Texas Woman’s University/Federation of North Texas Area Universities).
Recent Presentations at Professional Meetings
Deyoe-Chiullán, R. (2010). Error Correction in English Language Learners: Common Sense and Realities. TWU Billie J. Askew Early Literacy Institute, Dallas, TX, November 2, 2010.
Deyoe-Chiullán, R. (2010). Error Correction, Praise, and Motivation in ESL. 2010 Annual Fall TexTESOL V Conference: English Language Proficiency for All: Breaking Barriers with ESL. Mansfield, TX. October 2, 2010.
Deyoe-Chiullán, R. (2010). Error Correction for Writing in L1 and L2. 26th Annual Bilingual/ESL Association of the Metroplex Symposium, Colleyville, TX. April 17, 2010.
Deyoe-Chiullán, R. (2009). Developing Dual Language Literacy: Exploring Uncharted Terrain. TWU Billie J. Askew Early Literacy Institute, Dallas, TX, November 4, 2009.
Deyoe-Chiullán, R. (2009). Developing Dual Language Academic Literacy: Resources and Realities. TexTESOL V Fall Conference 2009: Opening Doors with ESL. Brookhaven College, Farmers Branch, TX, October 3, 2009.
Deyoe-Chiullán, R. (2009). Mapping the Interlanguage of Bilingual Language Learners. Fifteenth Annual Conference on the Education of Hispanics: Bilingual Education. March 28, 2009, Texas Christian University, Fort Worth, TX.
Deyoe-Chiullán, R. (2009). Dual Language Writing: Bilingual Teachers and Professional Language Usage Models. NABE Conference, February 19, 2009, Austin, TX.
Deyoe-Chiullán, R. (2008). Scaffolding Content Learning in Two Languages. TWU Billie J. Askew Early Literacy Institute, November 11, 2008, Dallas, TX.
Deyoe-Chiullán, R. (2008). Perils and Promise of Error Correction for Second Language Writers. TexTESOL Conference, November 7, 2008, Richardson, TX.
Deyoe-Chiullán, R. (2008). Learning Content in Two Languages. TABE Conference, October 24, 2008, Arlington, TX.
Deyoe-Chiullán, R. (2008). Mapping the Interlanguage of Second Language Learners. BEAM Conference, April 5, 2008, Mansfield, TX.
Deyoe-Chiullán, R. (2007). Bilingual Teachers—Becoming, Being and Beyond. TWU Billie J. Askew Reading Recovery/Early Literacy Conference, October 25, 2007, Dallas, TX.
Deyoe-Chiullán, R. (2007). Preparing Tomorrow’s Bilingual Teachers: A Taxonomy of Travelers, Routes and Destinations for Bilingual Teachers in Texas. TABE Conference, October 5, 2007, San Antonio, TX.
Deyoe-Chiullán, R. (2007). Autism Primer for Bilingual Teachers and Parents. BEAM Conference, March 31, 2007, Grand Prairie, TX.
Deyoe-Chiullán, R. (2006). Innovations with ROVER (Using Online Technology in Teaching). DCCCD 40th Anniversary Conference, February 23, 2006, Garland, T X.
Updated 1-14-11
Filed under Uncategorized | Comment (0)Dual Language Literacy Presentation, TexTESOL V Conference, October 3rd, 2009
Among the resources mentioned in this presentation are some student handbooks, which many teachers may also need to use when preparing classroom presentations of concepts. I briefly reviewed some of these in the TexTESOL V Newsletter some time ago and am reprinting that information (with permission) below. I am also including some of the content from the PowerPoint for the TexTESOL V presentation for those who might want to use those strategies or access that information, in lieu of a session handout.
Student Handbooks that Teachers May Need
by Rita Deyoe-Chiullán
Are you teaching content as much as you are teaching English, and perhaps that
content area is not your strong suit? Here are some handbooks for students that I
have found we often need as teachers. Those who teach Spanish-speakers can benefit
from a few handbooks that are also available in Spanish.
GreatSource Handbooks order form 1-800-289-4490 www.greatsource.com
http://www.greatsource.com/GreatSource/pdf/WebHandbookSOF108_low.pdf
Four math titles are available in Spanish and English:
Matemáticas para aprender (Gr.1-2)/Math to Learn
Matemáticas para saber (Gr. 3-4)/Math to Know
Matemáticas en mano (Gr. 5-6)/Math at Hand
Matemáticas inmediatamente (Gr. 6-8)/Math on Call
Only in English:
Algebra to Go (8 & up) Geometry to Go (8 & up)
ScienceSaurus: Gr. 4-5 (blue cover), Gr. 6-8 (green cover)
Write Source K,,,12, Writers Inc. 9-12, Write for College 11-12
Reader’s Handbook 3, 4-5, 6-8, 9-12
Some of these titles originated with Write Source http://www.thewritesource.com/index.html,
which still publishes some of the original versions. I like old editions of Writer’s Express and
Writers Inc. To access their website, use the word “the”; a different company’s URL omits
“the”.
Several of the writing handbooks originally created by Write Source were translated into Spanish
and are available from Hampton Brown, which is now owned by National Geographic. To locate
titles, go to the National Geographic School site http://new.ngsp.com/Home/tabid/36/
Default.aspx
and use the search tools on the left or use the menus for PRODUCTS at the top of the page, then
select SPANISH LANGUAGE AND LITERACY, SPANISH WRITING HANDBOOKS.
A Navegar (Gr. 5-6) is a useful resource for bilingual teachers, including many native speakers.
Reprinted with permission TexTESOL-V Summer Newsletter 2008, p 6.
Developing Dual Language Academic Literacy: Resources and Realities (Content from selected PowerPoint slides) by Dr. Rita Deyoe-Chiullán, 2009 Annual TexTESOL V Conference: Opening Doors with ESL.
What we have tried that seems to be working…
•Full error correction is done on single-spaced one-page (or double-spaced two-page) reflections that describe what was done/learned in an education class and that student’s personal point of view regarding the topics/experiences.
•No re-writing is required or expected. Students are discouraged from attempting to “master” every error and are told to choose one or two issues they find interesting or surprising, which they will share with classmates.
•On receipt of edited writing, the student selects one of his/her errors to explain to the small class of peers, thus becoming the authority on that error. In larger classes, the explanations are given to a small group of peers.
•No time is spent trying to learn general rules or apply them in practice exercises. Specific errors are discussed within the context in which they occurred. When the correction is a matter of preferred academic style rather than an idiomatic usage or grammatical issue, that is explained, along with the contexts in which one or the other usage would be more appropriate. When a specific general rule or application can be easily drawn from the example discussed, it is mentioned but not assigned as something to be “learned”.
Teaching Suggestions
1. Learn to recognize and respect the writer’s voice, even when it differs from your own personal style preferences. In particular, with second language and second dialect writers, confine yourself to correcting what are clearly errors of grammar, idiomatic usage, punctuation, spelling and accurate use of standard English/Spanish syntax. Most American writers have been taught to prefer a very direct, simple syntactic style and may be tempted to “correct” writing which contains no actual errors but merely has a more complex, extended or “poetic” tone than is common in expository writing in this country.
2. If it is feasible, given the time available for such activities as a worthwhile aspect of courses you teach, provide full error correction in writing and set aside a brief amount of time in class for students to pair with a buddy of their own choosing to read their corrections and discuss any they don’t understand. Be available to explain any corrections that neither the writer nor his/her peer understands. Avoid requiring rewrites of assignments if you were able to understand the content and determine whether or not the content objectives for the assignment were met.
3. Provide reading response templates or lists of criteria that will guide your students to write complete sentences that will lead them to mirror more complex and developed language usage than they might choose to use otherwise. Several of my colleagues have their own preferred reading response generators that solicit the same sort of writing I receive in response to my NewKnewSRU template.
4. Make it clear that your corrections are a gift of knowledge, not a punishment for taking risks and trying to learn. I ask my bilingual students to write for me in their weaker language, so they will have an opportunity to learn more. If I find they are turning in virtually perfect papers in what is clearly their dominant academic language, I tell them they are depriving themselves of an opportunity to learn, because I don’t count off for their linguistic errors in writing, only if they fail to learn the content or do the work I require. Also, I point out that we all continue to make errors in every language we use, including our dominant language, and most of us who are bilingual have greater strengths in one language than in the other.
5. Encourage students to purchase and use a writer’s handbook for each of the languages in which they write for professional purposes. I have had good results and positive responses from adult students I have encouraged to try using a handbook intended for fourth and fifth graders writing in English Writer’s Express: A Handbook for Young Writers (Kemper, D., Nathan, R. & Sebranek, P., 2008), currently available through Houghton Mifflin/The Write Source, and a handbook for fifth and sixth grade students who are writing in Spanish A Navegar!, which is currently available through National Geographic School Publishing/Hampton Brown. This level includes most of the rules, explanations and information needed to correct the treatable errors made by adult writers who are native speakers of the language; after all, newspapers are supposedly written at the fifth grade reading level, and they are read primarily by adults.
6. All bilingual/ESL teachers should be encouraged to find a colleague whose language strengths and weaknesses complement their own. The teacher who needs a bilingual colleague’s help to send a note home to a parent who only knows Spanish can be sympathetic to her peer’s need for an editor to proofread professional writing in English. We all need an educated native-speaker expert to help us with the untreatable errors that Spell-check will not understand.
7. For second language writers, it is useful to point out that effective use of bilingual dictionaries usually requires seeking a translation, then checking the meaning of that word in a monolingual dictionary of the language you are translating into to ensure it is the particular meaning of the original word you intended to convey. For idioms that are not easily found in dictionaries, there are several online services or groups that explain the meanings of these. One is an online chat group called English Forum (http://apps.world-english.org/Forum/TopicGroup) where English learners all over the world share requests for explanations and respond to one another. I have also just discovered that http://www.spanishdict.com/ not only provides an immediate online translation from English to Spanish or Spanish to English, but also links to a Spanish Learning Community chat room and Spanish Forum where language issues can be discussed with others. Larry Ferlazzo’s website and daily newsletter (http://larryferlazzo.edublogs.org/larry-ferlazzos-english-website/) share an overwhelming variety of online resources for English learners at several proficiency levels.
8. Provide structured opportunities in a low threat environment for bilingual teachers in training to read aloud in their weaker language to a peer. Be available and prepared to explain vocabulary that neither peer knows (or bring along a bilingual dictionary or let them use an online dictionary if the classroom has a computer with Internet service. Find and provide reading material in Spanish in both narrative and expository genres that is just above the level of everyday speech in your community. I have used books intended for bilingual students in grades four through six from the Vistas del Mundo series published by ETA-Cuisenaire (expository and narrative), narrative myths and legends from a book intended for Spanish speaking students in the upper elementary grades, National Geographic en español (expository/photojournalism), and Al Dia (Dallas newspaper).
9. Finally, talk with your students about their feelings and previous experiences with regard to error correction. If they believe you are open to their perceptions and opinions and truly want to support their academic growth and success, they will provide you with clear and useful guidance.
More detailed information about this research can be found in this article:
“Improving the Writing Skills of Preservice Bilingual Teacher Education Candidates” by Rita M. Deyoe-Chiullan, pps. 182-205, Current Issues and Best Practice in Bilingual and ESL Education, Fall 2008, Texas Woman’s University/Federation of North Texas Area Universities.
•For limited remaining copies of the monograph, contact mcowart@twu.edu Melinda Cowart, Managing Editor of the Monograph Series or for a reprint of the article, contact the author of the article rdeyoechiullan@twu.edu
•Resources from other conference presentations by Dr. Deyoe-Chiullan are located or referenced on her blog at http://maestrostexas.edublogs.org
•There is a new monograph, with a new article by Rita Deyoe-Chiullan, due out any day now, which updates some of the material in the 2008 monograph, particularly as it applies to bilingual teacher candidates writing in Spanish. Limited copies will be available on request from the monograph editors, or a photocopy of just the one article may be requested from the author once the monographs are received.
Filed under Uncategorized | Comment (0)Updating Resources
Although the resources in the post that follows this one were collected a year ago; they are still very good ones to consider for specific purposes. What I will attempt to append here is a recent list of favorite new textbooks I have used to prepare lectures and test preparation materials for ESL/bilingual teacher certification candidates.
These are texts I have recently used or am currently using in courses I teach. My rating system involves the following considerations:
- Readable by undergraduates without background in the content.
- Current with regard to theory and practice in the profession.
- Thorough with regard to topics I view as important for teachers.
- I enjoyed reading it.
- Students enjoyed reading it.
Brown, S. & Attardo, S. (2005). Understanding Language Structure, Interaction, and Variation: An Introduction to Applied Linguistics and Sociolinguistics for Nonspecialists, 2nd Edition. Ann Arbor, MI: The University of Michigan Press. ISBN 0472030388 or 978-0472030385
(Five Stars—with support from the workbook exercises for in class group practice (as “bell ringer/sponge” activities spread over several classes while one continues to other chapters, this makes the linguistics “intro” course survivable and functional for the instructor and the students.)
Carr, J., Sexton, U. & Lagunoff, R. (2007). Making Science Accessible to English Learners: A Guidebook for Teachers, Updated Ed. San Francisco, CA: WestEd. ISBN 978-0914409403
(Five Stars—this inexpensive book and the companion text “Making Mathematics Accessible…” are much needed resources and make unique contributions not found in general ESL/bilingual methods texts. There is overlap in several chapters of the two books, but each provides valuable and unique material that is directly usable by teachers.)
Gonzalez, V., Yawkey, T. & Minaya-Rowe, L. (2006). English-as-a-Second-Language (ESL) Teaching and Learning: Pre-K-12 Classroom Applications for Students’ Academic Achievement and Development.New York: Pearson/Allyn & Bacon. ISBN 978-0205392513
(Good depth in some areas, but editing is uneven; harder to read than it needs to be.)
Horwitz, E. (2008). Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching. New York: Pearson/Allyn & Bacon. ISBN 978-0205430826
(Good synthesis in some areas; better suited for Alternative Short Training.)
Lessow-Hurley, J. (2009). The Foundations of Dual Language Instruction, 5th Ed. New York: Pearson/Allyn & Bacon. ISBN 978-0205593279
(Five Stars, excellent for reviewing for bilingual/ESL certification tests)
Lightbown, P. & Spada, N. (2006). How Languages are Learned, 3rd Ed. New York: Oxford University Press. ISBN 978-0194422246
(Five Stars, outstanding synthesis and balanced consideration of various theories and approaches.)
Peregoy, S. & Boyle, O. (2008). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners, 5th Ed. New York: Pearson/Allyn & Bacon. ISBN 978- 0205611362
(I have not taught using this book, but it is widely regarded as “the” methods text.)
Zainuddin, H., Yahya, N., Morales-Jones, C. & Ariza, E. (2007). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms, 2nd Ed. Dubuque, IA: Kendall/Hunt. ISBN 978-0757542077
(Four stars—Online graduate students liked it very much because it had both an overview of theory and practical applications in one book and they could compare text recommendations to their own experiences; I enjoyed it a bit less than they did because I have enjoyed other books a bit more. However, all students who have used this book and the previous edition in courses I have taught have been very pleased with the cross-cultural information contained in the content and appendices, which I also have appreciated.)
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Learning in Two Languages
Following this introduction is the two page handout I created to give out at my session “Learning Content in Two Languages” at the Texas Association for Bilingual Education (TABE) Conference on October 24th, 2008 (http://www.tabe.org/main/index.php)and my presentation “Scaffolding Content Learning in Two Languages” at the Texas Woman’s University’s Billie J. Askew Early Literacy Institute on November 11th, 2008 (http://www.twu.edu/ce/2008Institute.asp). The content of the presentations is not the same because the first one focuses more on language and the second more on specific areas of content learning, although the topics are similar. The recent resources I found helpful for both topics overlapped due to limited recent professional writing that actually addresses the mother tongue aspects of bilingual learning in the U.S.
Driving to Denton to borrow and return media equipment is less expensive than paying the fees conferences now charge to provide equipment, but only if one discounts the time involved. Therefore, I have decided to use alternative ways of sharing useful information in the three conference presentations I am making in the next three weeks.
For the two presentations listed above, I will share easy access to resources I consulted and found helpful in arriving at the ideas I have synthesized and evaluated for the presentations by posting the handout I prepared here, so that it can be downloaded and session participants and others can use the links in the handout directly to view the resources, rather than typing in URLs from the handout.
For the other presentation “Perils and Promise of Error Correction for Second Language Writers” at the Texas Teachers of English to Speakers of Other Languages Annual Conference (TexTESOL) on November 7th, 2008 (http://www.textesolv.org/), I will be sharing the research which served as a basis for a chapter entitled “Improving the Writing Skills of Preservice Bilingual Teacher Education Candidates”, which I wrote for a monograph titled Current Issues and Best Practice in Bilingual and ESL Education, Fall 2008 (eds. Phap Dam and Melinda Cowart). Given the anticipated small size of this session “Perils and Promise of Error Correction for Second Language Writers” in a Board Room which probably accommodates 15-20 persons , I used copies of the article as handouts. If you attended that session and were one of two who arrived after the copies had all been taken, please email me with a street address and I will mail you a copy, as I have not yet secured permission to post a copy of the article online.
Direct Access Resources for those who support students who are Learning in Two Languages
(conference presentations and lectures by Rita Deyoe-Chiullan, Ph.D. Oct-Nov’08)
ritadeyoe@yahoo.com , http://maestrostexas.edublogs.org , http://www.maestrostexas.com
Sample Chapters available online (www.heinemann.com)
*Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom by Pauline Gibbons, Foreword by Jim Cummins
http://books.heinemann.com/products/E00366.aspx
*Academic Literacy in the English Classroom: Helping Underprepared and Working Class Students Succeed in College edited by Carolyn R. Boiarsky (Ch. 5 “Challenging But Safe Environments: Helping Students Succeed in College Writing” by Kelly Belanger and Diane Panozzo
http://books.heinemann.com/shared/onlineresources/0525/chapter5.pdf
A Quick Guide to Boosting English Acquisition in Choice Time, K-2 by Alison Porcelli, Cheryl Tyler, Lucy Calkins
http://books.heinemann.com/products/E02615.aspx
Diverse Learners in the Mainstream Classroom: Strategies for Supporting ALL Students Across Content Areas–English Language Learners, Students with Disabilities, Gifted/Talented Students Edited by Reynaldo Ramirez, Yvonne S. Freeman, David E. Freeman
http://books.heinemann.com/products/E01313.aspx
Stage by Stage: A Handbook for Using Drama in the Second Language Classroom by Ann Burke, Julie O’Sullivan Foreword by Kathleen Bardovi-Harlig
http://books.heinemann.com/products/E00380.aspx
7 Steps to Success in Dual Language Immersion: A Brief Guide for Teachers and Administrators by Lore Carrera-Carrillo, Annette Rickert Smith
http://books.heinemann.com/products/E00992.aspx
A How-to Guide for Teaching English Language Learners In the Primary Classroom by Pat Barrett Dragan
http://books.heinemann.com/products/E00700.aspx
Explorations in Language Acquisition and Use by Stephen D. Krashen http://books.heinemann.com/products/E00554.aspx
Research-Based Strategies for English Language Learners: How to Reach Goals and Meet Standards, K-8 by Denise M. Rea, Sandra P. Mercuri, Foreword by Yvonne S. Freeman, David E. Freeman
http://books.heinemann.com/products/E00810.aspx
Second Grade Writers: Units of Study to Help Children Focus on Audience and Purpose by
Stephanie Parsons, Teachers College Reading and Writing Project
http://books.heinemann.com/products/E01031.aspx
Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, Second Edition by David E. Freeman, Yvonne S. Freeman,
http://books.heinemann.com/products/E00801.aspx
When English Language Learners Write: Connecting Research to Practice, K-8
http://books.heinemann.com/products/E00633.aspx
Word Wise and Content Rich, Grades 7-12: Five Essential Steps to Teaching Academic Vocabulary by Douglas Fisher, Nancy Frey Foreword by Karen Bromley
http://books.heinemann.com/products/E01382.aspx
Working with English Language Learners: Answers to Teachers’ Top Ten Questions
By Stephen Cary
http://books.heinemann.com/products/E00985.aspx
Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas Yvonne S. Freeman, David E. Freeman, Foreword by Robert Marzanohttp://books.heinemann.com/products/E01136.aspx Introduction&Chapter2http://books.heinemann.com/shared/onlineresources/E01136/new_Academ_Lang_sample.pdf
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Assessment Accommodations Toolkit from CEEE at George Washington University
http://ceee.gwu.edu/AA/SEAtoolkit.html
LPAC Updates from TAMU-Corpus Christi Institute for Second Language Achievement
http://ell.tamucc.edu/LPACupdate.html
Direct Access Resources for those who support students who are Learning in Two Languages
(conference presentations and lectures by Rita Deyoe-Chiullan, Ph.D. Oct-Nov’08)
ritadeyoe@yahoo.com , http://maestrostexas.edublogs.org , http://www.maestrostexas.com
Webinar Archives from West Ed—Schools Moving Up
http://www.schoolsmovingup.net/cs/wested/query/q/19 Recommended for ELL Educators:
October 8, 2008
English Learner Literacy Development through Formative Assessment of Oral Language
http://www.schoolsmovingup.net/cs/wested/view/e/3046
April 30, 2008
http://www.schoolsmovingup.net/cs/wested/view/e/2628
April 22, 2008
A County Immersed in Vocabulary
http://www.schoolsmovingup.net/cs/wested/view/e/2708
April 17, 2008
Using Formative Assessments to Accelerate the Academic Achievement of English Learners http://www.schoolsmovingup.net/cs/wested/view/e/2801
April 9, 2008
The Key Three Routine: Comprehension Strategy Instruction
http://www.schoolsmovingup.net/cs/wested/view/e/2690
March 18, 2008
A School Immersed in Vocabulary http://www.schoolsmovingup.net/cs/wested/view/e/2692
January 23, 2008
Building Oral Language into the Basal (Research from CREATE)
http://www.schoolsmovingup.net/cs/wested/view/e/2447
November 8, 2007
Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Research from CREATE) http://www.schoolsmovingup.net/cs/wested/view/e/2058
October 24, 2007
Tools for Literacy: Technology to Support Reading Comprehension and Vocabulary Development http://www.schoolsmovingup.net/cs/wested/view/e/2057
October 3, 2007
Reading Science for Understanding in Middle and High School
http://www.schoolsmovingup.net/cs/wested/view/e/1532
September 6, 2007
Learning All-Purpose Academic Words (Research from CREATE)
http://www.schoolsmovingup.net/cs/wested/view/e/2056
June 14, 2007
Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE) http://www.schoolsmovingup.net/cs/wested/view/e/1574
May 24, 2007
Word Lists: Choices and Uses http://www.schoolsmovingup.net/cs/wested/view/e/1786
April 5, 2007
http://www.schoolsmovingup.net/cs/wested/view/e/1573
January 29, 2007
What’s Happening in Vocabulary Research? http://www.schoolsmovingup.net/cs/wested/view/e/1401
November 30, 2006
Teaching Science: How to Really Give Universal Access to English Learners
http://www.schoolsmovingup.net/cs/wested/view/e/1105
New Books to Own and Use
Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 Learners, 5th ed. Suzanne F. Peregoy, Owen F. Boyle (New York: Pearson: Allyn & Bacon, 2008) ISBN 0205611362 http://www.pearsonhighered.com/educator/academic/product/0,3110,0205593240,00.html
Instructional Assessment of English Language Learners in the K-8 Classroom.
Diane K. Brantley (New York: Pearson: Allyn & Bacon, 2007) ISBN 0205455999
http://www.pearsonhighered.com/educator/academic/product/0,3110,0205455999,00.html
Spacing is unreliable when one is trying to cut and paste!!!
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Updating contact information…
My two website domains http://www.maestrostexas.com and http://www.texestutor.com , which go to the same location, have now been updated so that the links are current. The main page provides information about private tutoring for TExES examinations that I occasionally provide to individuals and small groups and the other pages provide information for Spanish speakers seeking to learn about becoming certified as teachers in Texas. The old website still appears if one fails to type in www because the previous provider seems to want to continue our relationship (and charge me for it) even though I have shifted the domains and site to hosting with Apple so I can use my new iLife/iWeb software to update the site as easily as one revises a PowerPoint. Not needing my son’s HTML skills is a definite improvement! The e-mail for the website and for anyone reading this blog to reach me is maestrostexas@gmail.com
Filed under Uncategorized | Comment (0)TABE and TWU Early Literacy Conference Presentations
Thank you so much to the two delightful groups who joined me at these conferences. The PowerPoint that I used in both presentations about ways of becoming a certified bilingual teacher in Texas, with critical observations about the possible positive and negative aspects impacting each route is attached. Also attached is the PowerPoint I used at the TWU conference about a critical assessment of factors which impact the retention of bilingual teachers and the need for more avenues for continued development of bilingual teachers as they become candidates for leadership roles in schools and universities.Thank you to the generous members of ENABLE who provided me excellent input for this second PowerPoint with their responses to my questionnaire (which appears here in a previous post). Their responses certainly helped to define some priorities that need to be considered.Finally, I am attaching some poems and other inspirational and/or humorous items that have sometimes helped me smile and make it through a challenging day as a teacher.God bless you all for working for the future of us all!Cheers, RitaBecoming a Bilingual Teacher (TABE Conference)Being a Bilingual Teacher and Beyond (TWU Early Literacy Conference)Invictus (a poem for crisis moments)Short poems or Phrases of Inspiration (emotional support)Something to keep on top in your desk drawer (humor).
Filed under Uncategorized | Comment (0)Research about Teacher Retention and Mentoring/Induction
So far what I have found suggests that teachers are more likely to remain in the profession and more likely to remain in the same school and district when they receive high quality, frequent mentoring from a colleague who teaches the same sort of assignment on their campus, whether the mentoring is officially required or informally offered, but all the studies have serious flaws in methodology, data collection, interpretation… In short, a consensus of opinion of any 25 third-year teachers would probably be equally likely to be valid and reliable.
Now my concern is to look a little beyond theoretically well-designed mentoring programs (such as TxBESS) which appear to have helped a little, and consider the somewhat larger and less precisely defined context of what factors weigh most heavily in the minds of teachers in causing them to leave or encouraging them to stay and become leaders and mentors of coming generations of teachers.
Your advice and insights are welcome in this task! I have been preparing teachers, being one, mentoring a few, mentoring a few teacher educators and continuing to learn about teaching for most of the past forty years and hope to continue doing so for another twenty or so. Thus, I have some relevant knowlege and experience, but I have a lot to learn about doing this well in the twenty-first century. This is our profession; we should think and care deeply about how to make it one that builds a better world without using up the primary resource that creates culture, civility and knowledge–the teachers.
Filed under Uncategorized | Comments (7)Newsletters and Websites for Bilingual/ESL Education Professionals
In addition to giving you access to several of Stephen Krashen’s books and articles, at the top of this webpage, you can subscribe to his mailing list and take heart as you see his frequent postings to newspapers in defense of effective bilingual education and ESL programs and teachers and their efforts to help the world communicate.
http://www.sdkrashen.com
Jim Cummins’ website gives you access to a number of his landmark articles and to research information that can be helpful when you need something in print to help you convince someone of the value of what you are trying to do. On this webpage, on the lower left-hand side in the box of links to other parts of the site, be sure to click on Version 2 under Links-Bilingual Education! It takes you to incredible online resources and discussions from the “crème de la crème” of bilingual and ESL experts!
Although the part of the site entitled Reflective Teaching and the Texas EXCET is out-dated in its references to the EXCET Professional Development test which was revised and became the TExES Pedagogy and Professional Responsibilities (PPR), the observations of the writer of this segment (apparently a Houston ISD teacher) still provide some useful guidance for new teachers and those attempting to understand the philosophy which underlies the Texas teacher certification tests.
http://www.iteachilearn.com
Colorín Colorado! A bilingual site for families and educators of English language learners. Go to this publication of theirs for something you can share with your monolingual colleagues that will make them more aware of the differences between Spanish and English: http://www.colorincolorado.org/educators/background/capitalizing I don’t agree with everything this article says (as a linguist or as a bilingual teacher), but the inaccuracies are minor and it is a useful attempt to explain some contrasts. Be sure to look around their website for items in Spanish that you can share with parents.
http://www.colorincolorado.org
Reading Rockets: “Launching Young Readers”. This site sometimes reflects a point of view that is somewhat more behaviorist and less constructivist than the orientation preferred by many education professionals, but often there are useful practical suggestions for parents and teachers.
http://www.readingrockets.org
LDonline: “The world’s leading website on learning disabilities and ADHD”. They often have brief articles by some of the most cited and sought after authorities, as well as practical advice for teachers and parents.
http://www.ldonline.org
Education Week is such a helpful resource for staying current on important issues in education. When you go to this page, in the upper right-hand corner, be careful to click on Free Newsletters, not trial subscription! I subscribe to all the free newsletters they offer because I have such varied interests in teaching as a profession, but often the same articles are repeated in the different newsletters, so you might be more likely to benefit by choosing one or two options. Keep in mind that this resource provides articles collected from other sources such as newspapers and is probably not what your graduate school professors expect you to cite in research papers. However, the news items you find in EDWEEK publications give you a good idea of where to look for current topics and often provide links to important reports of funded research studies. Often the executive summary or the entire report can be downloaded as a pdf document or you can at least read enough to determine whether you want to spend time and funds to access them.
http://www.edweek.org
