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Letter from Betty Gilfillan
President Textesol IV:
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Region IV
Vol. XIII • Number 2
• 11a1a
Welcome to our 1997 Annual Conference and I
hope that both Friday evening and Saturday will be of
interest both personally and professionally. We have
had a good year in Textesol IV, and the Board has fmally
recovered from the State Conference last November! I
am pleased to report that we have a diverse membership
with more members from the elementary schools and
high schools this year. Unfortunately there wasn't a lot
of interest in the Special Interest Groups and I hope that
they may be established next year.
Our thanks go to Terry Shearer as the 1997
Without her hard work and
Conference Chair.
dedication to Textesol this conference would never have
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TEXTESOL
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teach E.S.L. in our schools and colleges. We are
delighted to have Gabriel Vasquez, Carol Pineiro and
Cathy Jo Seitchik-Diaz as our invited speakers. Many
thanks also to Andrea Stewart and Malek Shawareb
who compiled the program at very little notice! We are
most grateful.
As I end my term of office as President, I would
like to thank the members of the Board for their
continued hard work and dedication to Textesol !V.
We are all volunteers with responsible "real" jobs; and
a lot of precious time is devoted to being a board
member. We will truly miss Steven Storla who has just
fmished his term as past president, Bertha Brown who
has been a loyal member of the board for several years,
Terry Shearer, our Conference Chair, and Colette Gill
our publisher's representative.
I am most happy to hand over the Presidency to
Anne Albarelli-Siegfried who has assisted me this year
in the role of Vice-President. I wish her all the best for
the coming year.
I hope that you enjoy this conference and we look
forward to any suggestions for next year. We are
specially interested in offering some scholarships and
we would be grateful for any ideas.
1n conclusion we wish to thank the Hotel Sofitel
for their assistance and to everyone at North Harris
College for giving us the opportunity to enjoy this
beaut'ful
campus.
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The Fourth Estate
Federico Salas, editor
The Fourth Estate is published four times a year by Tex-TESOL Region IV, Houston. Any article published in The
Fourth Estate can be reproduced for use by a TESOL affiliate with appropriate credit to the author and to The Fourth
Estate. To submit an article, or for suggestions please contact Federico Salas at (281) 591-9318 or by email at
[email protected].
• •
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TEXTESOL IV 1998
BOARD OF DIRECTORS
* Positions to be voted on at the Annual Business Meeting on Friday, October 17, 1997 at 7:15 at the Sofitel Hotel.
All other board
members have uncompleted terms or are moving up to positions as set out in the Tex-TESOL IV bylaws.
AFFILIATION
NAME
OFFICE
TERM
CONCLUDES
1998
Victoria Price
The Language Institute,
North Harris College
Southwest College,
Houston Community College System
Language & Culture Center,
University of Houston
Southwest College,
Houston Community College System
Owens Intermediate
Alief lSD
ELS Language Center,
University of St. Thomas
Language & Culture Center
University of Houston ·
Adult Education
North Harris College
Lamar University
*
Sandra Mangarella
Galena Park High School
1999
Conference Program Chair
*
Kevin Clement
Southeast College
Houston Community College System
1999
Membership Recruitment
Coordinator
Membership Maintenance
Coordinator
*
To be announced
*
Sharilyn Wood
President
Anne Albarelli-Siegfried
Immediate Past President
Betty Gilfillan
President Elect
*
Rosemary Schouten
Conference Chair
Conference Chair Elect
Masoud Shafiei
*
Sara Anderson
Secretary
Brenda Winch
Treasurer
Alice Head
Newsletter Editor and Advocacy
Representative
Historian
*
Conference Registration Chair
Federico Salas
1998
1998
1998
1998
1998
1998
1999
1998
1998
North Harris College
1998
lne New Euro-English
The European Conunission has just announced an agreement whereby English will be the official language of the EU, rather than
German, which was the other possibility. As part of the negotiations, Her Majesty's government conceded that English spelling had
some room for improvement and has accepted a five year phase-in plan that would be known as "Euro-English."
In the first year, "s" will replace the soft "c". Sertainly, this will make the sivil servants jump for joy. The hard "c" will be
dropped in favour of the "k". This should klear up konfusion and keyboards kan have one less letter.
There will be growing publik enthusiasm in the sekond year, when the troublesome "ph" will be replaced with the "ph". This will
make words like "fotograf' 20% shorter.
In the third year, publik akseptanse of the new spelling kan be expekted to reach the stage where more komplikated changes are
possible. Governments will enkorage the removal of double letters, which have always ben a deterent to akurate speling. Also, al wil
agre that the horible mes of the silent "e's" in the languag is disgraseful, and they should go away.
By the 4th year, peopl wil be reseptiv to steps such as replasing "th" with "z" and "w" with "v". During ze fifz year, ze unesesary
"o" kan be dropd from vords kontaining "ou" and similar changes vud ofkors be aplid to ozer kombinations of leters.
After zis fifz year, ve vii hav a realy sensibl riten styl. Zer vii be no mor trubls or difikultis and evrivun vii fmd it ezi to
understand each ozer
ZE DREM VIL FIN ALI KUM TRU!
Anonymous Internet contributor
Editor's note: Who would have thought it would take the European Commission to make George Bernard Shaw' s dream come true!!!
THE FOURTH ESTATE
Fall97
2
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THE 1997
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T h e Board of Directors of Textesol IV is proud to announce the 1997 Outstanding Textesoler Award. Devi J.
Spencer lost her battle against leukemia earlier this year, so the 1997 Outstanding Textesoler is awarded
posthumously. The colleagues that nominated her and supported this award agree that the reason for
nominating Devi is not that she died, but rather that she remained dedicated to the field of teaching English as a
second language throughout her life. Even when her cancer forced her to stay at home, Devi remained in touch with
her colleagues at the Language and Culture Center of the University of Houston, and remained eager to work on her
Ph.D. degree.
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A devoted teacher and dedicated member of Tex·TESOL N, Devi was a member of the Board of Directors
between 1987 and 1990. Those of you who knew her know that she was always a true professional and a cheerful,
pleasant friend.
••
Devi was diagnosed with leukemia in the autumn of 1993. At that time she was forced to give up teaching as
she went through chemotherapy treatment. Throughout her illness, Devi remained in close contact with her
colleagues at the Language and Culture Center. By 1996, Devi was feeling well enough to resume work on her
Ph.D. and to become actively involved in E.S.L. again. It was a personal triumph for Devito present at the 1996
state TEXTESOL conference in Houston as it marked her return to the field she loved so well.
:11
·.~·~
In January of this year, Devi began making plans to return to teaching at Language and Culture Center in the
summer semester. Her colleagues were thrilled and eager to have her back. But those plans were never to come to
fruition as the leukemia re-appeared in late spring. On June 8, 1997 Devi fmally lost her struggle.
"
At the time of her death, Devi had completed the written work required for her Ph.D., but had not yet defended
it. After her death, the advisors she had been working with at Texas A & M University ruled that she had completed
enough of the required work for her Ph.D. and in August 1997 Devi's Doctorate was awarded posthumously.
·,.·
With this award the Board of Tex-TESOL wishes to recognize Devi's unwavering dedication to teaching
English as a Second Language that she demonstrated throughout her life. She will be truly missed.
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Note: There are many ESL professionals who deserve recognition for their daily efforts. Do you know an ESL
teacher who is making a difference in the classroom? A truly dedicated professional who is contributing to our field
and helping Tex-TESOL or TESOL in any capacity? An innovative program administrator, a ground-breaking
materials writer. .. ? If so, you may want to nominate that person for TexTESOLER of the year. Simply contact any
member of the board, or The Fourth Estate at any time during the year and submit the name and bio of this person.
The candidate must be/become a member ofTex-TESOL N to be eligible.
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THE FOURTH ESTATE
Fall 97
3
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Treating IEP Students as Knowledgea1le Adults
By Masoud Shaliei
(Part I)
"/like to speak English a lot, but in class I
can't speak English well. I think I'm afraid of
make mistakes. I think I don't make mistakes
when I talk to my friends. In class I am
nervous, especially when I came here last
year. My teachers were kind, but I was
ashamed to talk because I felt like a little
baby, and my teacher acted like my mother.
I mean the way she talked to me and the way
she said "Nice" or "Very Good" was like the
way my mother talked to me when I was a kid
and when I did something good.... When my
teacher asked something, my face became red
and my heart started to beat fast. I could not
answer anything. "
This is an adult IEP student's response to
"How do you feel when you speak to your
teachers or Americans, and how do they
generally react to your speaking English?"
Language learners, in their struggle to learn a
new language, experience a great deal of
frustration and stress, resulting partly from
their feeling of incompetence and, sometimes,
lack of self-esteem. Unfortunately, this
frustrating feeling is sometimes aggravated by
native speakers, including language teachers.
When I came to the United States about 6
years ago, I already had a bachelor's degree in
applied English linguistics. Nevertheless, I
was hardly able to engage in a conversation
with native speakers of English. Like most
nonnative speakers, I was afraid of making
mistakes and hesitant to take risks. I felt
more so, however, when I detected some kind
of condescending behavior on the part of the
interlocutors. When I felt that my ideas
mattered in spite of my incompetence in
English, I was able to speak more fluently.
On the other hand, I became frustrated when I
felt that my capabilities were judged on the
basis of my ability to speak English. Even
now that I am competent enough in English to
be an ESL teacher, my foreign accent
sometimes brings about what I perceive or
interpret as condescending reactions.
Very often, these reactions take the form of
what is known as foreigner talk (IT). That is,
native speakers react to a foreign accent, or
sometimes 'exotic' looks, by using
superfluous gestures, speaking with a loud
pitch, and slowing down their speech rate. A
few months ago, when I was at a doctor's
THE FOURTH ESTATE
office, a nurse came in to fill out a form and
take my blood pressure. Very kindly, she
tried to strike up a conversation while doing
her job. As soon as I responded to her and
she noticed my foreign accent, she switched
to FT by speaking more loudly and slowly
and using gestures. She showed me how to
roll up the sleeve of my shirt by rolling up her
own sleeve, and helped me to open my mouth
for the thermometer! Interestingly, the
doctor, who was Chinese and had a strong
foreign accent, spoke with a normal speed
with no gestures, and I felt quite comfortable
talking to him.
An adult ESL student's struggles with
communicating in English are very similar to
a child's inability to express himself
efficiently. Unfortunately, sometimes this
similarity affects our judgments of our
students and their capabilities. The following
conversation between two ESL teachers in the
teachers' lounge illustrates their perceptions
of IEP students:
Teacher A: Do you think it's O.K. if I use
candles as part of the Halloween decoration?
Teacher 8 : I wouldn't let my students near
candles! (Laughter)
Editor's note: The first part of this article
was pubhshea in TESOL Matters, Vol. 7,
No. 4, August/September 1997. We are
pleased to bring it to you complete.
A third behavior that is perceived as
condescending by adult IEP students is
excessive praise, which is unfortunately
prevalent in IEP classrooms. No matter how
sophisticated an adult ESL student is, her
ability to get her ideas across is limited due to
her incompetence in English. That's probably
why many ESL teachers reward their students'
achievements with excessive and exaggerated
praise similar to the praise children receive
from their parents when, for instance, they
fetch a bowl from the kitchen and bring it to
the dinner table without breaking it. An ESL
teacher, who responded to my inquiry on
TESL-L, admits, "I have noticed my
tendency, encouraged by my students'
reactions, to clap my hands and beam
exaggeratedly when they are successful after
a struggle." Such praise may very well
indicate the teacher's surprise as to the
student's ability to respond correctly, and
hence may be perceived by adult IEP students
as condescending. As an ESL teacher points
out, "All people, including children, probably
don't benefit from praise that also contains the
message, 'I really didn't think you were that
smart.' This kind of praise underestimates the
ESL student's ability."
In addition, excessive praise, in Stevick's
Teacher A: Yes, there is something about
learning a language that turns people into
children.
Teacher 8 : Yes, there is.
FT is not the only cause ofiEP students'
feeling condescended to. Another factor has
to do with the differences between IEP
students' and North Americans' rhetorical
styles. While many Asian, Middle Eastern,
and African cultures encourage a contextual
style in conversation and writing, North
Americans tend to adopt a linear style. This
rhetorical style, in which a speaker, or writer,
gets to the bottom line of an issue in a linear
fashion and as quickly as possible, is
perceived as condescending and rude by
many adult IEP students. Milton Bennett
( 1996) suggests that this perception results
from the fact that in cultures where contextual
style is encouraged people get to the point or
clarify the 'bottom line' of an issue only when
talking to children, who are not as
sophisticated as adults.
Fall97
(1980) words, "turns human communication
into a linguistic exhibition of which [the
teacher is] judge and scorekeeper", and can
also have adverse effects on other students
who are not praised as often or who simply do
not deserve praise. As Stevick points out, this
may result in an evaluative atmosphere in
which such students get the idea that they
have a tough standard to compete against.
Such an idea when promoted in class can
bring about a feeling of hostility among
students.
In order to create a comfortable learning
environment for our IEP students, we should
find ways to show them that we understand
their struggle with the English language and
we respect them for their endeavor to learn a
new language and adapt to a new and strange
culture. We should show them in our
interactions with them that we see them as
respectable, knowledgeable adults, who have
had the courage to take risks and leave their
homeland and pursue their future in a foreign
country.
4
(Part 2)
Students may also perceive their teachers'
behavior as condescending if they experience
a great deal of teacher's authority in class.
They might associate this authority with that
imposed on them when they were children.
The authority exercised in class can result
from the teachers' failure to see their adult
IEP students as knowledgeable adults due, as
mentioned earlier, to their incompetence in
English, or it might be the usual authority all
teachers exert to a certain extent. No matter
what the cause of the authority is, it gives the
ESL teacher a higher status, which inevitably
results in power relations in class. Such a
power relation creates anxiety, which, in tum,
hinders or slows down language learning. As
Peirce points out, "No matter how motivated
ESL students are, if they feel a power
relation, they feel inhibited and don't engage
in a conversation."
After living in the United States for more than
five years, I still speak English more fluently
and correctly when I talk to my friends, with
whom I feel comfortable, than when I have a
conversation with people who I perceive as
having authority over me. Such people could
be my boss, or someone who is constantly
evaluating my linguistic ability.
IEP students may also detect a power relation
when they are continually blamed for their
failure to comprehend a grammar point, their
reluctance to participate in class discussions,
or for their unfamiliarity with western
concepts. You may have heard or overheard
an ESL teacher complaining, "This student is
so stupid. No matter how many times I tell
her to say, "I wish I had a house," she keeps
saying, "I wish I have a house."
Undoubtedly, such an arrogant reaction to a
student's struggle with a grammar point will
be echoed in the teacher's interaction with the
students in class, which is easily perceived by
them.
Similarly, sometimes an IEP student is
blamed for her lack of knowledge about this
culture or/and what is going on in this
country. Such a student may be deemed
ignorant merely because he does not know
anything about, let's say, baseball or the
terminology used in this sport. Or a
nonnative speaker of English who has never
had alcoholic beverages may be considered
dull if he keeps red wine in the refrigerator
and serves you warm champagne. In her
article, "Social Identity, Investment, and
Language Learning," Peirce illustrates this
concept in the following anecdote:
THE FOURTH ESTATE
Everyone working with me is Canadian.
When I started to work there, they couldn't
understand that it might be difficult for me to
understand everything and know about
everything. For example, once the girl who is
working with me pointed at a man and said,
"Do you see him?" I said, "Yes, why?" She
said, "Don't you know him?" I said, "No, I
don't know him." She said, "How come you
don't know him, Don't you watch TV? That's
Bart Simpson." It made me feel so bad and I
didn't answer her nothing. Until now, I don't
know why this person was important (Peirce,
1995, 10).
Students who attend IEP programs are
generally F-1 visa students who leave their
home country and people and come here to a
strange and far away country to learn English
and later enter a university. Many of them
already have higher degrees and some of
them have had important jobs back home. In
short, they deserve to be respected and
admired for their courage to take the initiative
to sacrifice a familiar and comfortable life
and to be willing to take risks.
There are several ways to show our IEP
students that we respect them and see them as
capable, knowledgeable adults. One way is to
communicate with our students as openly as
possible. Granted, we have to use FT when
talking to low-level IEP students, but we can
explain the FT to them and ask them how
they feel about it. Also, rather than trying to
motivate them through excessive praise, we
can provide them with encouragement and
effective feedback on how they are doing.
Instead of using words such as "very good"
and "cute" uttered in an exaggerated and
superfluous way, we should tell our students
exactly what they have achieved and make
them conscious of how they have done it, and
let them know that we understand all the
trouble they have to go through to learn
English. Simply, we can praise our adult IEP
students for their achievements the way we
praise each other. When a friend tells us that
he finally got an article published in a major
scientific journal, how do we react? Well, we
can react the same way to our adult ESL
student (of course we don't have to treat
him/her to dinner as we might do for a friend)
who finally understands the difference
between simple past and present perfect or
writes a well-developed essay.
my ability to handle an intellectual discussion
by saying, "Oh, you were so 'cute' at the
party." Perhaps, I am overreacting, but I am
still wondering if she would use the same
term 'cute' to compliment an adult native
speaker on his/her ability to engage in a
serious discussion.
Another way is to give our ESL students
responsibility for their learning and encourage
them to voice their ideas and opinions. If we
really believe in our students' capabilities, we
will create an atmosphere in which they feel
free to participate in class decisions and take
responsibility for their learning through a
constant feedback process. Realizing that
their opinions and ideas count, IEP students
will then gain self-confidence and selfesteem, and, hence will be more willing to tell
us what works for them and what doesn't.
Such an atmosphere will eliminate
condescending behavior, create mutual
respect between the ESL teacher and the
student, diminish anxiety, and enable ESL
students to demonstrate their linguistic ability
more comfortably. Only then do our students
feel that they are being treated as respectable,
knowledgeable adults whose opinions matter,
and only then can we break the
communication barrier between us and our
students. Only in this way can we "create a
community ofthinkers" (Chamot, 1995).
Masoud Shaflei
References
Bennett, M. (1996). A lecture on intercultural communication, videotaped at School
for International Training (SIT), Brattleboro,
Vermont.
Chamot, A. U. (1995). Creating a
community of thinkers in the ESUEFL
classroom. TESOL matters, 5, 5.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL
Quarterly, 29, 9-31.
Stevick, Earl W. (1980). A way and ways.
Boston: Heinle & Heinle Publishers.
Once at a party with a group ofESL teachers,
I was talking about my culture, and it seemed
to me that everybody was interested in what I
had to say. Two days later, one of the guests
at the party saw me and complimented me on
Fall97
5
\"'\*Y*M*A*N K*A*P*L *A*N Lives!
By
K r i s t i n Lems
© 1 9 9 7
standing in front of a group of
When asked why I decided to become an ESL teacher, I search my memory .... when did tlte idea of
Education of H*Y*M*A *N
The
read
people who couldn't understand me begin to appeal to me? Probably, it was when I
stories about an incorrigible
short
of
collection
K* A *P*L *A *N: The Classic Triumph of Goodwill over Grammar, a side~splitting
Leo Rosten, wrote the
author,
Its
1937.
in
Magazine
ESL student and the class who loves him, which flrst appeared in New Yorker
worked for tlle
Rosten
because
autllorship,
that
under
appears
stories under the pseudonym Leonard Q. Ross, and the book still
novel.
humorous
this
of
because
frivolous
considered
be
government War Offlce, and didn't want his other work to
and author of the definitive
Rosten died at the age of 88 in February of this year, after a distinguished career as a political scientist
English. Still, his
American
into
humor
and
words
Yiddish
bringing
for
responsible
singly
classic, The Joys of Yiddish, tlle book
now about
reminisce
Rosten to
most ·immortal work is unquestionably the one he wrote on the side, and it seems a fltting tribute to
some of the timeless passages ofH*Y*M *A*N K*A*P*L*A*N.
Adults when the teacher, Mr.
Hyman Kaplan comes to the attention of his teacher at the American Night Preparatory School for
between each letter, on each
stars
with
letters
capital
in
Parkhill, discovers that Kaplan writes his name in red, blue and green crayons,
student. In every class,
remarkable
this
of
universe"
linguistic
piece of writing. This is only the opening glimpse into "the strange
up with an original
come
and
way
the
along
somewhere
detour
a
make
to
Hyman Kaplan manages to know just enough English
"No sir!" responds
invitingly.
teacher
the
asks
we?"
do
goodest,'
gooder,
'good,
say
interpretation that defies correction. "We don't
!"
"High-cless
it's
Mr. Kaplan. "Ha! lt's to leff!" He continues,
reasoning. When Mr. Bloom, a
Hyman Kaplan always gets the last word, because no one can ever make a comeback to his unsinkable
"Hello Max!!!" by saying
classmate, corrects Hyman Kaplan's letter on the blackboard which has a salutation to his brother beginning
that three exclamation points are excessive, Hyman Kaplan is ready. He riposts, '"For mine
writes Rosten, "retired from
favorite brother you eskink vun- leetle~ haxclimation point? ...Ha! DatI give to strengers!"' Mr. Bloom,
the fleld, annihilated."
"headaxe." He visits "Corney
In his brilliant malapropisms, he often stumbles onto a deeper nuance. He writes ''headaches " as
incohen." When he's asked to
"AbrahamL
r,
Emancipato
great
the
and
,"
Vashington
Island." The father of his new country is "Judge
"Life is like a bum actor,
class,
fue
to
declares
inspired,
Kaplan,
Hyman
Macbeth,
of
interpret the "Out, out, brief candle" speech
dat's all, full of fanny
idjots,
by
told
tale
a
is
Life
ot.
kicked
he's
bafore
hour
vun
only
for
strottink and hollerink arond de stage
hanging open,
mouths
with
sounds and phooey!" Yes, he has a logic all his own, and Mr. Parkhill and his class are often left
dumbstruck by Hyman Kaplan's inner workings.
is the novel many ESL teachers
This is the probably the flrst American novel set in an ESL class, and remains the best I know of. It
"belong to the ages."
truly
creator,
his
and
would love to have written, but Leo Rosten is the one who did it. Hyman Kaplan,
Kristin Lems
National-Louis University
18 S. Michigan
Chicago, IL 60603
312-621-9650
[email protected]
come visit my music homepage! http://users.aol.com/klems2
THE FOURTH ESTATE
FalJ 97
6
**~~
CAIPIIllAILIIZIING ON IESlL
Shoot
for the
Ulo\~ Stars!
1
NOVEMBER 7-8,1997
AUSTIN, TEXAS USA
19th A nnual
TEXTESOL Laura Bush, First Lady of Texas, to open Conference
S TATE Good Golly, It's Molly! Molly Ivins, Saturday Luncheon Keynote Speaker
CONFERENCE
!
Plenary Speakers David Mendelsohn, Karen Price, Marion Winik discuss education, technology, & writing
ur conference kicks off Friday
morning, November 7, with
Keynote Speaker, Laura Bush, First
Lady ofTexas.
A former public
school teacher
and librarian,
Mrs. Bush joins
her husband,
Governor
George W.
Bush, in
promoting a
statewide
reading initiative for all Texas
children to learn to read and continue
to read on grade level or better. Come
early on Friday to hear and see this
inspiring, dedicated lady!
n Friday afternoon, November 7,
conference participants can
choose between two plenary sessions:
Dr. Karen Price of Harvard
University, and Marion Winik,
Austinite and award-winning author.
An Associate Director of Harvard
University's ESL Programs for 14
years, Dr. Price is interested in
integrating discovery approaches and
exploratory learning tools into
language acquisition activities, and
she holds patents for many of her
inventions. She is returning to her
native Texas to preview for us the
future of ESL, both academically and
technologically.
0
hree-time Pulitzer Prize nominee,
media columnist and political
humorist Molly Ivins will be Keynote
Speaker at the luncheon on Saturday,
November 8. Always outspoken ,
entertaining, and sometimes
controversial,
Ivins is a
columnist for
the Fort Worth
O
arion Winik is a writer of
several highly acclaimed
books, including First Comes Love,
which was a
M
T
Star-Telegram
where she
writes about
Texas and
national
politics. Make
reservations now for a memorable
luncheon with this best-selling author.
New York Times
1
Notable Book
of 1996. Our
"literary"
plenary
speaker, Ms.
Winik is also
famous for her
insightful and
entertaining
essays heard on National Public
Radio's All Thin gs Considered.
n Saturday morning, November
8, Plenary Speaker Dr. David
Mendelsohn, Associate Professor of
ESL at York University, Toronto,
Canada, will share a real-life saga
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about teaching
and education
-an incredible
story that every
ESL teacher in
the world
should hear.
An ESL/EFL
teacher and
ESOL trainer of
teachers for 34 years, Dr. Mendelsohn
is currently the Director/Coordinator
of the new Graduate Program in
Theoretical and Applied Linguistics.
which opens at York University in 1998.
eresa O'Donnell, Director of
Field Services, TESOL, will
present a special workshop on
advocacy to TEXTESOL advocacy
representatives on Thursday
afternoon, November 6. Ms.
O'Donnell, known to many from
TESOL international conferences,
will also present a concurrent session
during the conference about TESOL's
ESL Accreditation Project.
T
e also have a fine line-up of
Concurrent Session Presenters,
covering a wide range of interests
including language teaching at all
levels and ages, using the four skills
plus grammar and culture, content,
research, cross-cultural
communication, computers, and
advocacy issues, just to-name a few.
We are extraordinarily proud of what
we have to offer everyone and we
look forward to seeing you all!
W
CONFERENCEataGLANCE
THURS. NOV. 6
FRI. NOV. 7
SAT. NOV. 8
Registration opens
Registration opens &
"Fun Run" on Town Lake
Exhibits open
Exhibits open
Plenary Session:
Laura Bush speaks
9: 15-Plenary Session :
David Mendelsohn
10:00
l st Concurrent Sessions
10:55-2nd Con. Sessions
10:15-lst Concurrent
Sessions
11:00
11 :40- Lunch on your own
11:10- 2nd Concurrent
Sessions
7:00
8:00
,r;l.J
• -• • • o o O o _o_Ooooooooo~~~%.:,,'.§
9:00
"
12:05-Luncheon/Awards
Keynote: Molly Ivins
12:00
3rd Concurrent Sessions
1 :55- 4th Con. Sessions
1:50- 3rd Concurrent
Sessions
2:00
2:50- 5th Concurrent
Sessions
2:45- 4th Concurrent
Sessions
3:50- Plenary Sessions:
Karen Price & Marion Winik
3:45- Plenary Session
3:00
4:35-6:00: President's Reception
4:30- Conference ends
1:00
1:30-4:30
Advocacy Workshop
4:00
5:00
5:30-6:15: Board
Members Reception
6:00
6:15- President's Dinner;
President's Council Meeting;
Board Breakout Sessions
...
See Plan Your
Austin Weekend.
*Visit TEXTESOL website periodiw/1\'j(Jr llfldates
7:00
REMINDERS: Please use this mailer to:
• Pre-register for the conference by Octoberl
• Make your Hyatt Hotel reservation by October 16
• Become informed about travel to the conference; plan your weekend in Austin
• For information about Exhibits, contact Barbara Kennedy, email <[email protected]>
• Would you like to be a volunteer at our conference?
Contact Irving Jones, email: <[email protected]>
Useful websites:
• TEXTESOL Ill:<www.onr.com/user/ruswat/tt3.html>
• Austin 360:<http://www.austin360.com/index.htm>
• Yahoo! Austin:<http://austin.yahoo.com>
• Austin City Connection:<http://www.ci.austin.tx.us>
Shoot for the Stars!
CAIPIIllAILIIZIING ON IESIL
Texas Teachers of EngJish to ~eakers of Other Langua~s
19TH ANNUAL TEXTESOL STATE CONFERENCE
Hyatt Regency Hotel • Austin, Texas
November 7 and 8, 1997
Pre-registra tion must be received by October 1, 1997
(One form per registrant, please)
Name: __________ __________mstirution: ------------------------Name (as you would like your name tag to read): - - - - - - -- - -- - - - - Mailing address: _______ _______ ________ __ _ ________
City: - - - - - - - -- - - - - - - - - - - - State: _ _ __ ___ Zip : _ __ _ _
Phone: (H) _ _ _ _ _ _ _ _ (W) _ _ _ _ _ _ _ _ (Fax) _ _ _ __ _ _
E-mail: - - - - - - - - - -- -- - - - - -- - - - -- - -- - -- - TEXTESOL affiliate region: (check one, if applicable)
IV__
v_
III_
II_
I__
Dallas
Houston
Austin
San Antonio
El Paso
Registration fees:
Other_ _
(Please circle what you are registering for)
Pre-registration
(Rec'd by Oct. 1)
Late registration
(Rec'd by Oct. 20)
On-site registration
(Rec'd after Oct. 20)
Standard:
$60.00
$70.00
$85.00
Full-time student"":
$30.00
$40.00
$65.00
Presenter:
$30.00
Awards luncheon
on November 8:
$20.00
$20.00
Not available
after 10/20
GRAND TOTAL
Subtotals
$ _ _ __
Payment methods: check, bank draft, or postal money order, made payable to TEXTESOL III.
Mail to:
TEXTESOL III-Dept R
Texas Intensive English Program
1103 West 24th Street
Austin TX 78705
*Student rates: To qualify for student rates, please have your faculty advisor sign and date below. "This is to verify
that the registrant named above is currently enrolled for nine (9) graduate or twelve (12) undergraduate hours."
Faculty signature.________ ________ ___ In tiLution_ _ _ _ _ _ _ _ _ Date._ _ __
Questions regarding registration should be directed to:
Russell Watson (SU) 834-8780
email- [email protected]
Or check our website at: http://www.onr.comluserlruswat/tt3.html
Note: No confirmations will be sent. Receipts will be in registration packets.
Sho ot
for the
Sta rs!
CAPITALIZING ON ESIL
19th Ann ual
TEX TES OL
ST AT E
CONFERENCE
Nov emb er
7th &8 th
199 7
Hyatt Regenc y Austin
-Town Lake
Austi n, Texas USA
Il
I
I
I
~
Come hear First Lady of Texas LAURA BusH, our Friday Keynote, and Awards
Luncheon Keynote MoLLY IVINS, political columnist and humorist!
~
Plenary sessions feature Dr. Karen Price of Harvard University, Marion Winik,
award-wi nning author, and Dr. David Mendelso hn, York University; presentati on
on TESOL Accredita tion Program by Terry O'Donnel l of Internatio nal TESOL.
~
Also featured: presentati ons, workshop s, and panels on ESL for ALL special interests!
A fine lineup of EXHIBITORS will show the latest in ESL materials and learning
technology!
for informati on - - - - - - - - - WEBSITE : www.onr .com/user /ruswat/tt 3.html
Fax (512) 479-6475
CONTACT :
Alex Baez
I
Email: [email protected]
II
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