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ORTESOL Board Report
The ORTESOL board met for the first of our 5 annual meetings on Saturday January 25th at Portland Community College, Southeast Campus. President Delpha Thomas moved into the Post President role. Davida Jordan moved from Vice President to the 2020 President, and Jessie Jimenez stepped in to become the Vice President. Beth Ronk became the new Refugee Concerns SIG Chair. Santiago Gustin became the new Communications Chair. Nanci Leiton will be continuing as Treasurer. Susan Caisse will be continuing as Conference Co-Coordinator. Josh Schultze will be continuing as Higher Ed Co-Chair. Patrick Ahern will be continuing as K-12 SIG Co-Chair. We also said goodbye to Secretary Kit Emens-Hesslink and Publishers’ Liaison Julie Vorholt.
We welcomed four new board members. Lily Cordero joins us as the Workshop and Conference Co-Coordinator, Naila Bairamova as the Volunteer Coordinator, Annie Ittner as the K-12 SIG Co-Chair, and Sarah Coffer as the Advocacy Chair.
The board spent the first portion of the meeting with transitions and introductions. We began a list of the other group affiliations on the white board. By the end of introductions, we’d covered almost 3 white boards with the groups, connections, and affiliations of board members.
Our first order of business was to make tough decisions about 2020 priorities. We’ve seen a decrease in membership since the last TESOL convention was in Portland in 2014. We’ve seen a decrease in the number of adult and higher education job opportunities. However, we have seen an increase in the number of K-12 job opportunities and the dire need for ESL education and training by K-12 teachers. Diversifying the theme of our professional development opportunities to include more K-12 activities was decided upon. The board discussed many ways of encouraging more participation from busy K-12 teachers.
In addition, ORTESOL seeks to have more engagement from members. We saw powerfully how the Immigrant Action Workgroup was able to organize a thread of sessions at our 2019 fall conference. We’d like to cultivate that spirit among members. The board voted to forgo the traditional spring workshop in order to organize smaller, but more frequent opportunities for professional development. We will be talking more about this for the future, so stay tuned!
Additionally, the board discussed ways to increase our efforts reaching students to bring vitality, growth, and connections into the organization. ORTESOL membership isn’t just an opportunity to support our advocacy efforts, or a way to ensure conferences, but it’s also a way to demonstrate members’ commitment to the field and interest in continual professional development. As an aside, we’ve already announced that TESOL 2023 will be in Portland, but few people realize that without ORTESOL, TESOL wouldn’t be coming. This awesome PD opportunity wouldn’t be available without the continued work that ORTESOL does every day.
ORTESOL members are welcome to attend board meetings. Our next board meeting will take place on March 7, 2020 at 10:00am at Portland Community College, Southeast Campus.
New ORTESOL Advocacy Chair Sarah Coffer connected with keynote speaker Patrice Palmer at our fall conference, and Patrice wrote an article about the school where Sarah teaches!
by Helen Johnson, TIUA, Salem, OR, USA
I am a Senior instructor in the American Studies Program (ASP) at Tokyo International University of America (TIUA) located at Willamette University in Salem, Oregon. The ASP program is a one-year English immersion study abroad program for students of Tokyo International University (TIU) in Kawagoe, Japan.
I recently presented a teaching tip, the Readlang web tool, at the Fall 2019 ORTESOL Conference in Oregon. My presentation came to fruition from a workshop I attended at the World Languages Studio at Willamette University which is a place where students can use numerous resources to support and enhance their foreign language learning efforts, to engage in learning about other cultures, and to participate in cultural events. At this workshop, I was introduced to a free web tool, Readlang, which functions as an instantaneous translator of text, dictionary and vocabulary builder offered in various languages.
Recent literature indicates that in the era of technology the language learner will opt to use an online translator, dictionary, e- tool, or an app to facilitate language learning. According to Jin & Deifell (2013), “online dictionaries are most often consulted when learners are creating and/or deciphering digitally mediated written texts.” Given that the Readlang web tool is user friendly and ideal for any language learner, I decided to pilot Readlang in my (B1-B2: CEFR) reading class at TIUA.
As educators, we know that in any given class, even though the class may consist of a specific level of language proficiency, we will have an array of students with different capabilities and skills within that level. Readlang was an effective tool for my class; it allowed my students to read any online material, ebook or text that one can import from the internet while using the Readlang tool to translate words and phrases, and check vocabulary definitions while reading. For every word or phrase one clicks, vocabulary lists and flashcards are automatically created to allow for vocabulary review.
The Readlang blog http://blog.readlang.com/about/ is informative and very interesting with details of the history and creator of Readlang. There is a variety of features https://readlang.com/features albeit some of the advanced features may require a paid subscription. The Beginners Guide to Readlang Tutorial https://www.youtube.com/watch?v=I10qWoQEi5U offers step by step instructions on how to get started and create a free account. There is a Facebook account as well: https://www.facebook.com/readlang/. I continue to use Readlang in my classes to support, enhance and evaluate the progress of my students. Readlang is a teaching tip worth exploring in the language learning process.
Jin, L., & Deifell, E. (2013). Foreign language learners' use and perception of online dictionaries: A survey study. Journal of Online Learning and Teaching, Fall. Retrieved from http://jolt.merlot.org/vol9no4/jin_1213.pdf
We have been living out the mission of ORTESOL in many ways over the last year. Here are just a few of the achievements of members of our all-volunteer board of directors.
● Hosted “Empowering Teachers, Empowering Learners” a spring workshop at Clackamas Community College’s main campus with close to 100 participants, including the AVID Student Spotlight, hosted by K12 SIG Chair, Patrick Ahern.
● Established the “Advocacy” page on our website under the direction of Jessie Jimenez, our Advocacy SIG Chair, and proudly sponsored ESL Awareness Week, March 10-16, 2019 with a proclamation from Governor Kate Brown’s office.
● Advocated for Oregon teachers in Washington D.C. by meeting with staff members of three representatives and both Oregon senators to discuss the impact of policy on teachers and learners in Oregon. Two Oregon lawmakers subsequently co-sponsored the Reaching English Learners Act, which will provide resources to better equip educators to identify and instruct English learners.
● Walked with Portland Parks and Recreation’s Walk with Immigrants and Refugees.
● Walked at the “Red for Ed” rally in support of funding for K-12.
● Advocacy Chair, Jessie Jimenez, attended the TESOL Advocacy Summit in D.C.
● Vice-President, Davida Jordan, awarded two ORTESOL members, Kelsey Daniels and Maiko Hata, the James Nattinger Travel Grant to attend the TESOL Convention.
● Gave seven free TESOL memberships (value $98).
● And journal editors Verena Sutherland and Jennifer Morris Published the ORTESOL JOURNAL Volume 36, 2019. Check out current & past issues at ortesol.org/journal.
We look forward to continuing to support all ESOL professionals in Oregon. As we look ahead to 2020, Davida Jordan will lead ORTESOL as President, Jessie Jimenez will be Vice President, and Delpha Thomas will be staying on the board in a post-presidency role. If you are passionate about leadership and service, consider joining the ORTESOL board!
by Kelsey Daniels
This past March, I had the privilege of being awarded the James Nattinger Travel Grant to attend the TESOL International Convention in Atlanta, Georgia (thank you, thank you, ORTESOL!). Given that this was my first ever convention, I was absolutely filled to the brim with the vim and vigor of a very eager beaver—and I was determined to use this opportunity to learn everything I could, meet everyone I could, and fill every moment I could to the maximum. So, strapping on my shoes and slinging my laptop bag over my shoulder, I marched out the door of my Airbnb before 7 a.m. (that’s 4 a.m. on the west coast!) on the first morning of the conference armed and ready to take it all in.
And…by about 3:34 p.m. that afternoon, all my gusto and gumption had all but petered out as I sat in the lobby of the Georgia World Congress Center like a deer caught in the headlights, scrolling through the TESOL app unsure about which of the 21 talks to go to at 4 p.m., which of the 6000 attendees I should introduce myself to next, and which compartment of my brain I could possibly squeeze more new information into.
Obviously, I write in jest, but—in all sincerity—an international conference of this size is truly overwhelming even for the most enthusiastic of us in the bunch. So, I’ve decided to summarize here what I learned in Atlanta about how to survive and thrive at the TESOL International Convention. I give you below five of my best suggestions for making the most of your time at TESOL. And, like any good teacher, I’ve tried to allocate you with alliterations to alleviate the trouble of trying to remember all my tremendous trips, I mean, tips! Hope you enjoy!
Apply the app
My first piece of advice is to apply the app. By that I mean, download the TESOL app—familiarize yourself with it, search for attendees with it, message other attendees with it, find presentations with it, schedule the talks you want to see with it. Seriously, this app was so useful. So, use it!
Find a friend
My second piece of advice is to find a friend at the conference who can help you acclimate. I was the only person from my school who went to Atlanta, but I was able to find a few friends from a previous school I taught at who were also attending. These colleagues were lifesavers when I first arrived. They helped me get from the airport to the convention center, store my luggage, check in, go to the first session, and eat dinner—all in the span of about 3 hours. Whew! After that first night, we all adventured around the conference separately, but I was so grateful for their help in learning how to navigate the conference—in fact, points #3 and #4 came from them!
Choose a cherry
My third piece of advice is to “choose a cherry.” Let me explain. As I mentioned above, the information available to you at the convention is astonishing. There is absolutely no way any human being could drink non-stop from that fountain and retain it all. So, decide ahead of time what you’re looking for from the conference. Narrow your focus to a few topics of interest for the week. For example, because I had recently started working at a community college for the first time, I chose to prioritize talks that would help me understand the uniqueness of the community college ESL landscape a bit better. This simple heuristic helped me choose between dozens of simultaneous talks more easily.
Eventually, I used this same principle of “choosing a cherry” within each session as well. At first, I was feverishly taking notes on everything each presenter said, but I soon wearied under the weight of information overload. So, instead, I began to listen for the cherry on top that I would take away from that session. You don’t need to remember everything (indeed, you can’t!), so just listen and ask yourself, “What is one thing I can take away from this session of the conference?” Write that down.
Sit on the sidelines
My fourth piece of advice is to sit on the sidelines. Now, I do not mean to say that you should not participate fully in the conference. Rather, I mean that, literally, if possible, sit on the edge of the aisle in the sessions you attend. Unfortunately, you will regularly have to choose between 3 or 4 concurrent talks that you really want to go to, and occasionally you will need to slip out of one to go to another. Sometimes you didn’t realize this was an hour-and-forty-five-minute session, and there’s another talk you’re dying to hear in an hour across the hall. Other times the session description was unclear, and now you realize that you’d prefer to spend this 30 minutes in a session that’s more relevant to your work. Whatever the case may be, it’s best if you sit near the edge of the row so you can exit respectfully and quietly if necessary.
Network with (n)tension
Finally, my fifth piece of advice is that you network with (n)tension (please pardon the poor punctuation—I was desperate for another alliteration!). With 6000 attendees at TESOL, it would be unrealistic to think that all of your random introductions pre- and post-sessions are going to spontaneously lead to productive collaborations in the future (I lost track of how many times I introduced myself to someone new after about 168). Relying on these chance meetings to connect you with a future mentor, collaborator, employer, or employee in the field is silly. Instead, use the TESOL app to strategize about who it is that you would like to connect with. Reach out to them and ask if you can grab coffee for 30 minutes. Maybe they work at a school you would like to; maybe they work in a subfield or a role you’re exploring; maybe they gave a talk on a topic you want to know more about. Regardless, be intentional about who you meet with and how. Those 5, 30-minute, strategically-planned, coffee breaks are much more likely to shape your career long after the conference than any of the 30, 5-minute, chance encounters before and after each session. So, be intentional, and go ye therefore and network!
by Kara Sappington, ORTESOL Post-President and Associate Director – Corban Language Institute
I knew going into my trip that I would have a “formative” experience at the U.S./Mexico Border but I did not realize how challenged I would be to see in agendaless wonder, immerse in community, and process what contending and restoration could look like both on the border and in my own community in Oregon.
I had the privilege to participate in an immersion trip with other professors, leadership, staff and students from my university. It was an intense three days of hearing personal stories from immigrants, learning about different perspectives on the topic of immigration, and seeing creative ways communities have worked to meet needs -- an immersive experience that would have otherwise been inaccessible to me.
Two native women from Tijuana shared about both the positives and negatives that have stemmed from non-profit and faith based groups coming to their region. They stressed the importance of relationship and having both parties contribute to help solve a problem. We walked thru part of the city that has medical tourism and a red light district filled with brothels. One woman caught my eye as she stood with a short skit and heels reading a book on the sidewalk in front of a club. I wondered what her story was, what access to education she had, and what her hopes were for the future. Each person had a story.
At a local café, I was able to hear from two Dreamer moms who had been deported from the U.S. and separated from their children. Dreamer children, also referred to as DACA (Deferred Action for Childhood Arrivals), are those who were raised in the United States since before they were 16. One Dreamer mom had a short term visa to the United States but when they went to Mexico she was unable to enter back into the U.S. It has now been 10 years, she has experienced her children getting married and having kids all by distance. She said how it was hard each time they had a video call to be strong for her family. Dreamer Moms USA/Tijuana was formed in 2014 to support other deported parents whose children are still in the United States with services offered include legal assistance, housing referrals, therapy, food pantry, and other support.
Another population that hit close to my heart was deported Veterans. Hector Barajas-Verela is the director of DVHS (Deported Veterans Support House). The mission of the Deported Veterans Support House is to “support deported veterans staying at the “bunker” on their path to self-sufficiency by providing assistance in the realms of food, clothing and shelter as they adjust to life in their new country of residence. Ultimately, they hope to see an end to the need of our services as people advocate for political legislation, which would prohibit the deportation of United States Veterans, both former and current.” I met a veteran that was honorable discharged after serving in Vietnam and continued additional years serving in the coast guard. He understood at recruitment that he could gain citizenship while serving in the military but it appeared there were not clear steps or support on what he needed to do to become a U.S. citizen.
There are thousands of men, women and children who continue to make their way to Tijuana with hopes of finding a job, resettling or seeking entrance into the United States. I was able to visit and stay overnight at a men’s shelter, Casa del Migrante, that supports deportees and migrant men. They process around 10,000 men at the shelter each year and provide holistic services including basic care, education, employment services, legal advice and counseling. Here is an old video on Casa del Migrante shelter: https://www.youtube.com/watch?v=wvVHlcFKI84 Historically, single men have been the primary populations but over the last few years the demographics have changed. This required a quick response from the community to house women and children. I was able to visit the Salvation Army Women’s Shelter, which has been in existence for four years now in Tijuana to meet the needs of migrants and deportees. A mom from Guatemala with her 11 year old son and 5 year old daughter shared her story of feeing the local gangs who were targeting her son and threatening her family. Families like her need to make a decision if they will continue their application for asylum even though their chances for approval are low or look for other options for resettlement.
As shelters continue to grow in the Tijuana area, there is a new effort to have better collaboration, sustainability and empowerment across the dignified shelters network. For example, a local orphanage was often visited by groups that would bring junk food. This is high cost, not healthy for the children and youth and can promote a dependable attitude. As an alternative, the dry dead ground on the campus was revitalized and now houses a garden. The children and youth have been taught sustainability and now are grow many items in the garden.
The last day of my formative experience I got to hear from two very different groups: U.S. Border Patrol and Border Angels. The U.S. Border Patrol shared about their goal of “catching the big fish” and tracking the cartels. It was evident that there would be a benefit on additional funding for judges to process the back log of immigration and asylum requests, additional agents, updated holding facilities that could accommodate women and children and more resources at the ports of entry. Border Angels is a humanitarian and activist group that was formed in 1986. Enrique, Executive Director of Border Angels, is quoted as saying, “If you’re not outraged, you’re not watching”.
As I traveled to the border, this was really a physical illustration of the walls that have developed in hearts. One leader said it well, “walls in our hearts, breeds walls outside”. At Friendship Park you could see the pillar that years ago was the only line separating the U.S. and Mexico Border. Now you can see two layers of fence that separate San Diego and Tijuana. One thing I continued to remind myself throughout the journey is how important it is to hear personal stories and understand both side of a controversial issue such as immigration and not form opinions by one media source.
There are 11 million undocumented immigrants in the United States. (DHS.gov) Immigration isn’t an issue reserved to the halls of politics, it’s a daily reality in your city. How might schools, businesses and non-profit organizations be mobilized as an instrument of peace in this human reality? How are students and families in your classroom being impacted? How might we approach immigration from a human perspective?
During our debrief, we got to hear from Adam who was a math teacher for 12 years and now works with helping bring together communities to address immigration issues. As a teacher he didn’t realize how close the issues of immigration were until he was helping some of his students apply for college and financial aid and they didn’t have social security numbers. He saw a need and continued to follow doors that were opened and now uses his understanding of education and desire to help others in a new way. Another woman shared about how she got involved in a community center when she moved to a new neighborhood in Tijuana. Her Zumba instructor approached her about tutoring her and having English conversation after the classes. This relationship allowed for her to advocate when the Zumba instructor had a confusing insurance bill from a hospital visit. Having opportunities to see, immerse and contend can come from the classroom, the community or personal relationships.
The trip compelled me to move the topic of immigration from a polarizing, political issue to a human, social issue to really think about how I can be more aware, advocate and care for the strangers or students in my midst. I am continually challenged by how I can see, immerse and creatively contend for those in my sphere of influence.
What can you do to learn more?
Walk around your neighborhood with open eyes. Meet those around your neighborhood, community centers and other spheres of influence. Take time to learn and listen.
Learn about immigration resources in your area.
Learn about Oregon programs such as ORSAA (Oregon Student Aid Application), which allows Oregon residents who are undocumented to apply for higher education financial aid.
Learn about relevant House Bills in the Oregon State Legislature. For example:
House Bill 2015 would eliminate the requirement that a person provide proof of legal residency to obtain a non-commercial driver’s license, driver’s permit, or ID card.
House Bill 2508 would requires Department of Human Services to award grants to refugee resettlement agencies to provide specified services to refugees.
House Bill 2019 establishes a fund for Student Success in education.
How can you see? Where can you sit and listen, longer than you normally would? How can you creatively contend by advocating?
The Current Situation
We all know that the recent immigration crackdown, already strong under the Obama Administration, has intensified under the Trump administration. In the news, we hear of family separations, child detention camps, and troops awaiting caravans of refugees at the border to keep them out. It's hard to know what to do to help our students.
We know that this crackdown is generating widespread fear within immigrant communities and ESOL programs in Oregon are being directly impacted. However, there is a growing network of informed, engaged, and connected ESOL professionals and volunteers in our state who contribute significantly to the safety and well-being of immigrant communities and of our student base. Collaboration and action to mitigate this difficult situation are needed within our field. You can join us!
Five Steps We Can Take Now
Here are five specific actions that you, as an ESOL professional, and your program or institution can take to protect our vulnerable immigrant and refugee communities, and in order to carry out these five steps, please click here to get a PDF with more resources like materials for a KYR workshop:
1. Encourage your institution to publicly declare itself a “Safe Haven” or “Sanctuary” site. Such a resolution lays out the institution’s policies on its handling of personal student data and how school personnel will respond to ICE agents. This will help allay student fears about ICE’s presence (Immigration & Customs Enforcement) on or near school grounds. Publicize this status on campus in multiple languages. See a link to Portland Community College’s public statement in the resource list to use as a model.
2. Organize “Know Your Rights” workshops (KYR). Anyone residing in the US, not just citizens, is protected by the 4th, 5th and 6th amendments to the constitution. It is essential for our students to understand what their rights are in the current climate. KYR content is relevant to civics and citizenship instruction and in most courses, this material can be integrated while staying within curriculum requirements. If workshops can be scheduled during class time, they will be more effective in reaching a greater number of students. Offer printed “Know Your Rights” handouts & wallet cards in locations where students and their families can easily take them. Make curricular materials that include KYR content available to teaching staff so that they can integrate it into classroom instruction. See “Resources” at the end for the names of local organizations that provide KYR trainers and for links to online curricula and materials.
3. Collaborate with community organizations that serve and advocate for immigrant and refugee populations. Community groups often have direct experience with and knowledge of the reality that students and their families face. They can serve as informants to ESL programs and may also be able to extend their services through school networks. Collaboration with these organizations will provide a multi-faceted approach, offering the most safety and support for those at risk. See “Resources” for contact information for local and national organizations.
4. Establish a safe environment inside the classroom and on campus. Provide professional development to staff and instructors on legal issues related to immigration, the school’s responsibilities, referrals and how to enhance emotional safety. For example, staff needs to know that they cannot provide legal advice (immigration attorneys must do that), that immigration status should generally not be requested nor recorded. They should also familiarize themselves with students’ constitutional rights and employ strategies for creating emotional safety.
5. Provide financial aid information for undocumented & DACA students (Deferred Action for Childhood Arrivals). These students are not eligible for federal financial aid to attend college. However, there are scholarships and aid available in Oregon through the “Office of Student Access & Completion”. See https://oregonstudentaid.gov
Thank you for your interest in this issue!
Kathleen Holloway – ESL Instructor, Clackamas Community College
I got my start in ESL as a volunteer when the wave of refugees from SE Asia arrived. Since then, I have worked with students from every corner of the world as an instructor and volunteer coordinator.
My middle school students use readworks.org which follows up some reading passages with the sentence frame “What I Learned.” I would like to answer that for the November 2018 ORTESOL Fall Conference because IT WAS GREAT and I (have so far) learned a lot -- how about you? I’m trying to continue learning by contacting presenters and colleagues further about the sessions I could not attend or subjects they introduced me to aside the sessions.
Although teaching exclusively part-time online right now, I cannot say I was curious about the theme of the conference, “Navigating Change in TESOL,” but my interest was quickly piqued. Tutoring individuals from my living room has not seemed like a significant contribution or an advancement in teaching. Have you ever felt that way at some point, and did it prompt a change? Others’ careers fascinate me so I looked forward to features like the Friday Navigating Change panel. The English Learner and Equity Specialist at Oregon Dept. of Ed., Taffy Carlisle brought up issues and needs of ELLs that I realized were addressed by online teaching. Ms. Carlisle said the key to service is to “go to their homes,” which I am doing, every day in every lesson. I latched onto that idea and referred to it and others in my own presentation, “Easy Online TESOL.”
In sessions I managed to attend, I heard more pedagogical and career-affirming messages. Did you find anything similar? Presenting “Tech Skills Employers Want and Students Need,” Professor Susan Gaer revealed to me that my use of technology develops skills transferrable to my clients’ (current and potential) work and further study. Not only have I guided unfamiliar Skype users, introduced tech tools, and taught PowerPoint use, but engineering and IT professionals who I have tutored frequently teach me tech skills that I later convey to other students when necessary. Obviously online teaching exceeds “tech for tech’s sake”, as Kaitlin Lucas instructed in her “Web Tools for Classroom Differentiation.” Moreover that differentiation is the hallmark of my lessons and recommended in experts’ tips for effective and unique online teaching. With such encouragement by a leader in our field, I am excited to expand my methods and begin using the HyperDocs and Digital Choice Boards Dr. Lucas introduced, which have immediate application in my venue.
Even where we could not imagine the application of a topic, it wasapparent. Linda Bonder’s “Teaching Listening for the Real World” turned out to highlight internet resources along with her spot-on strategies. Also surprising was the amount of online retail materials and the provision of items I constantly seek, such as the free ones at National Geographic Learning. One vender gifted attendees with a book featuring the type of vocabulary exercises that have eluded my internet searches. As a former social studies major without a current learning community, “Community-based Learning” inspired ideas that might work for some online students. Graciously led by Ms.’s Thomas, Tennyson, and Mendicino, discussion and brainstorming introduced another attendee who teaches a vital course in language acquisition. I am waiting now for further information. What resources did you get “to go”?
Back at my computer, I miss conferring with colleagues and do not consider myself very influential, but that image is under revision. As the Saturday Plenary speaker, President of AFT-Oregon, David Rives related his career path, I recognized common motivations, values, and concerns. Afterward a group of us were looking together at the upcoming sessions and wondering about the messages of the U.S. Dept. of State English Language Programs in the session “English Teachers as Citizen Diplomats.” Even alone from my little corner desk, might I promote positive foreign relations? I communicate many optimistic viewpoints, find common ground in values and needs, show willingness and ability to understand, and explain some culture to people of different conceptual frameworks. We help people interact with each other, especially the rest of U.S. Succinct or grandiose, the idea is only offered to you here.
After my presentation, someone repeated a question: “Why do you think you have been successful online?” Urged to explain only the second time ever, I got to the bottom-line, for me – I am an educator with professional training, experience, and official recognition from my peers and superiors. You, ORTESOL, in the Fall Conference, revealed this truth.
Are you new to the field of TESOL? Are you evaluating how to adjust to new employment trends in the field? Check our online and in-person resources to help you explore next steps.
The theme for ORTESOL's Annual Fall Conference, Navigating Change in TESOL, highlights the need for ESOL professionals to explore how changing learner demographics, employment trends, skills, and teaching strategies create new opportunities for transforming our teaching practice in ways that are relevant, innovative, and adaptable to different contexts.
If you are considering a career in TESOL, you will find that the field is as rewarding as it is demanding. Teaching English as a second or foreign language requires skills beyond just knowing the language.
Properly trained teachers
Source: Beginning Your Career http://www.tesol.org/enhance-your-career/career-development/beginning-your-career
Note: Membership for TESOL is separate from ORTESOL. Attend the Fall Conference for the chance to win a free International TESOL membership! ORTESOL gives away 7 free memberships a year.
ORTESOL is an affiliate of International TESOL. Many of our goals to increase engagement across all areas of Oregon, provide quality conferences and education opportunities and increase advocacy for ELL professionals and students align with the strategic plan of TESOL.
From the Executive Director: TESOL's New Strategic Plan
By Christopher Powers
In my first year and a half of serving TESOL International Association as executive director, I have had so many opportunities to meet with members and learn what is most important to you. It is humbling to try to think each day about how we—the TESOL office team, the TESOL Board of Directors, and all of our member leaders—can work together to meet the challenges and opportunities facing us.
One of the most valuable, and I hope long-lasting, efforts has been the work that so many of us have put into our new Strategic Plan. Following a yearlong process of collaborating on a board working group and incorporating feedback from TESOL staff and leaders from across the association, the TESOL Board of Directors voted to approve the Strategic Plan in March, and it will go into effect this November.
Through this Strategic Plan, we envision a world where English language teachers are the respected voice of language expertise and policy, where all teachers have the knowledge and learning opportunities they need, and where we all work together as one community to realize an interconnected multilingual and multicultural world.
We invite each of you on the journey to see TESOL International Association become the global authority for knowledge and expertise in English language teaching.
To get there, our first strategic outcome is focused on increasing our Global Presence and Connectivity. We see this through our membership that hails from more than 150 countries; our affiliate network that connects an additional 50,000 TESOL professionals; our convention and other face-to-face events that connect TESOL professionals across the globe; and our online efforts to build connectivity in a digital world.
By focusing on Knowledge and Expertise, our second outcome will help TESOL and TESOL members lead the development and delivery of English language teaching expertise, research, and information to address current and emerging trends in the profession. Our knowledge and expertise is the core of the association and emerges not only through our leading journals TESOL Quarterly and TESOL Journal, our rich array of publications through TESOL Press, and our diverse professional learning opportunities, but also through our professional councils, communities of practice, our affiliates, and the individual contributions of TESOL members.
Through Voice and Advocacy, our third outcome, we seek to raise the voice of the TESOL profession and TESOL educators and become the leading advocate for English language teachers and learners worldwide. Given the challenges we all face, advocating for ourselves, our colleagues, and our students has become one of the most critical aspects of the English teaching profession. Whether it is in the schoolroom or the community, local or national governments, or simply in the one-on-one interactions we all encounter daily, TESOL and TESOL professionals must continue to work to raise our individual and collective voices.
And, of course, it is essential that we continue to care for the long-term viability of the association. So, a final goal will be to ensure that the association has the leadership, both at the volunteer and staff level, and the resources necessary to meet our strategic outcomes.
Although the Strategic Plan will not officially go into effect until November, we have already begun using it to frame our work. The TESOL Board of Directors has just recently approved a strategic budget for FY2019 aligned to the Strategic Plan. Not only will this allow us to better measure our progress on each strategic outcome, but it will also allow us to better report on our progress to you.
We have also realigned the TESOL office staff to focus on these strategic outcomes. We have created a new department of strategic communications focusing on the most important aspect of any association—serving and communicating with you, our members. Associate Executive Director John Segota will lead our efforts in this new department.
And as our office lease comes up for renewal this year, we will even be using the plan to help guide how we redefine our office space, while at the same time modernizing and economizing our facilities.
As we begin to fully implement the Strategic Plan, I plan to use this space in TESOL Connections to update you on our progress. Focusing on our global presence and connectivity, I plan to share information on TESOL efforts across the globe, including our TESOL China Assembly in Shanghai, activities such as the symposium we held last May in Vancouver, British Columbia, Canada and the academy we held in Tegucigalpa, Honduras this past July, along with individual contributions from TESOL members and affiliates. Highlighting our knowledge and expertise, I look forward to recognizing the strong influence that our journals TESOL Quarterly and TESOL Journal have on TESOL scholarship, and the incredible impact signature initiatives such as The 6 Principles, and its breakthrough initial publication The 6 Principles for Exemplary Teaching of English Learners: Grades K–12, are making to English language teaching practice. Amplifying the voices of teachers and strengthening all of our efforts to advocate for ourselves, our students, and our profession—across all contexts—is extraordinarily important, and I hope to trumpet those efforts on behalf of all TESOL members and the students we serve. Finally, we cannot meet these important outcomes if our association does not remain sustainable, so I will also be updating you all on our efforts to ensure that we have the resources, including staff and volunteer leadership, to meet the challenges we face.
I am excited by the opportunities our new Strategic Plan presents, and I hope that you are, too.
This is not my Strategic Plan, it is not the board’s Strategic Plan, and it is not the staff’s Strategic Plan; it is our Strategic Plan—the association’s Strategic Plan. It is focused on broad outcomes that will strengthen the association and improve all of our efforts across all the different ways that we teach and support English language teaching.
I invite everyone to work together and engage in ways that will bring about the outcomes we envision. Please feel free to reach out to me directly at email@example.com. Connect with me on Twitter at @TESOL_Powers and use myTESOL to share your thoughts with the TESOL community.
Thank you for all of the work you do. I am looking forward to seeing you all at the 2019 TESOL International Convention & English Language Expo in Atlanta, Georgia, USA next March and to working and communicating with you along the way.
Christopher PowersTESOL Executive Director
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