Oregon Teachers of English to Speakers of Other Languages

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  • 9 Aug 2022 11:41 AM | ORTESOL Communications (Administrator)

    Snapshot of an Adult Ed Classroom: Technology, Post-COVID

    Author: Dr. Cassie DeFillipo, Klamath Community College

    In the post-COVID world, the use of technology to teach online or hybrid English classes to adults has become more common than ever. Serving a rural community with around 1,500 students in Southern Oregon, Klamath Community College (KCC) had a large advantage entering the pandemic—it was already using some technology to educate individuals in its region prior to 2020. My classroom was built with an instructor computer and a large screen, which allowed us to quickly transition classes during the pandemic.

    When I started my position as an ESOL instructor at a community college in the middle of the pandemic, I first taught using Zoom on my office computer. One month later, however, we adopted Hybrid-Flexible classes, or HyFlex classes, which allow students the option of attending sessions in person, participating online, or doing both. I taught in the classroom, and my students had the choice to come in-person or via Zoom.

    Figure 1 : The view of the classroom from the camera lens

    Figure 1 : The view of the classroom from the camera lens

    Figure 2: The 3-camera setup facing the teacher in the classroom.

    Figure 2: The 3-camera setup facing the teacher in the classroom.

    After teaching HyFlex classes for almost two years, I have five tips to share with other teachers of adult learners about using technology in the post-COVID classroom.

    Tips for Using Technology in the Classroom

    1) Update the technology in your classroom. It doesn’t need to be highly advanced, but a good camera or cameras can make class much more interesting and engaging for the students. It also creates a wide range of learning skills and techniques that teachers can employ in class. In my classroom, I have one camera connected to my large screen in the front of the classroom, and I can flip the camera around to show the classroom whenever students are talking. This allows my students at home to feel like they are in the classroom. I also added two extra cameras after I had a camera stop working mid-class. Having extra cameras means I am always ready for technological difficulties and can more quickly recover from them.

    Figure 3: A student's view of the classroom.

    2) Get comfortable using the online tools on Zoom or your chosen platform. Using Zoom, I can create breakout rooms, write on the screen, and connect information using arrows and other shapes. Employing these tools serves as a form of scaffolding for lower-level students and allows you to support your words with visuals. Be ready to troubleshoot when you have technological issues and find training when possible. Don’t be afraid to touch buttons to figure out how to use the technology.

    3) Allow students to catch up when they miss classes by recording your classes. I record every session and add it to our class Canvas page. It is available for students to access for a few weeks. While not everyone likes being recorded, my students have overall been happy to have access to class recordings. I try to support the comfort of the students by telling those at home that it is perfectly fine not to use their camera during class. In addition, there are some areas in the classroom where students can sit where they will not be seen by the camera.

    4) Teach students how to use the technology they will need to use in class. This is the hardest step and the step that we are still working on in my department. I have found some techniques that help. First, you can show students how to use their Zoom in a one-on-one or group orientation. If your institution has IT support, make sure students know how to access the support. Finally, you can use a video editing software, such as Screencast-o-matic, to make students a video where you give directions on how to use the technology. Screencast-o-matic is a paid program, but your institution may already have access to a similar program you can use to make videos.

    Figure 4: With Screencast-o-Maticand similar programs, I can make students short and simple videos showing them how to use class resources like Zoom or Canvas.


    5) Lastly, explore new pathways that incorporate technology into the classroom to support your students’ needs. By incorporating technology like Flip, Wordwall, and Kahoot into your classroom, you have an opportunity to teach the same information in a more engaging way. Getting students to use this new technology can be challenging, but my students have requested that I incorporate more of it into our class. While several students feel uncomfortable navigating technology, they also enjoy using it in class.

    Figure 5: Kahoot is a great way to make reviewing grammar fun and exciting.

    Kahoot is a support you can use in your classroom


    Two years after COVID changed the world of teaching, it has also changed the lived experience of teachers. In my rural area, these Hyflex classes are likely here to stay for many reasons. They allow stay-at-home parents to attend classes while home with their children. They allow individuals who live 30 minutes or more away from the school to save time and gas money by attending class online. They also allow students to get extra in-person support whenever they need it, either in person or via Zoom. COVID has caused disruption, but it has also served as an opportunity—both for students and teachers. The wide range of available technological resources can be used as tools to support focused and engaging learning in the post-COVID classroom.

    Author: Dr. Cassie DeFillipo, an ORTESOL Member, is a full-time ESL Instructor at Klamath Community College. She earned her PhD in Anthropology and Development Studies at the University of Melbourne.

  • 29 Mar 2022 7:48 PM | ORTESOL Communications (Administrator)

    No Return to Soviet Winter

    By Nanci Leiton

    The weather was cold and blustery the day I stepped ashore in Odessa, a port city on the Black Sea. Snow blew across the sidewalks and collected in frozen drifts under the eaves of the gray block buildings as we scurried along streets with other brave souls bundled up against the frigid temperatures. 

    It was 1989, and this was the Soviet Socialist Republic of Ukraine. My guides were fellow students, Oksana and Tatiana from Odessa Polytechnic University. They took me to see tourist highlights like the Potemkin Stairs and Primorsky Boulevard but, honestly, it was so cold, much of what I remember is ducking into cafes and bistros every few blocks to stamp our feet and drink hot tea (and turn down shots of vodka from friendly gents) in an effort to warm our numb fingers and toes. Outside, we hurried past barren shops with lines for staples like bread and milk, and we avoided the vendors hawking fur-lined caps and cheap Soviet military memorabilia. Those three days were a blur of ice and snow, friendly people and limited resources.

    Fast-forward 10 years, and I’ve now worked in another country of the FSU (Former Soviet Union) for three years, this time after the Singing Revolution. My Latvian colleagues at Ķeguma Komercnovirziena Vidusskolu remind me daily of what it was like to live under 50 years of Soviet rule: the nationalization of their family land to create the great kolkhozy (Stalin’s collective farms); the theft of Baltic seaside homes and cities—once European vacation destinations—for the Soviet military elite; the deportations to Soviet gulags; the oppression of the Latvian language, folk traditions and culture. That I can converse in basic Latvian brings more than one pensioner to tears because they hadn’t heard their language spoken willingly by foreigners for decades. 

    Later, as the Volunteer Coordinator in the Peace Corps office for the Baltic States, my travels took me to Estonia and Lithuania where I observed similar reactions and the high value placed on language as part of cultural identity. In direct reaction to the intentional “russification” of the republics, the first thing that nascent governments changed after independence were the street signs. From Russian cyrillic to latviešu valoda (Latvian, a language in the Balto-Slavic family), lietuvių kalba (Lithuanian, another Balto-Slavic language) or Eesti keel (Estonian, more closely related to Finnish). This switch was an instant and visible indicator of cultural pride and identity in each state. 

    These practices were repeated across the FSU; from the Baltics to Turkmenistan, countries took back their national identities even as ethnic Russians remained where they had settled, marrying and building lives in these (returned) states. (In 2014, about 17% of the Ukrainian population was ethnic Russian.) Ukraine declared independence in 1990, after almost 70 years under Moscow’s thumb. Now, we see the rise of tyranny–the effort to take back a country that made its wish for autonomy known more than 30 years ago–as the Kremlin shells city after city in Ukraine.

    We know these actions disturb our friends and neighbors here in Oregon. One of my former students manages the cosmetics aisle at my local Fred Meyer as she completes her economics degree. When I saw her last week, she confessed that she’s stopped visiting her favorite “Russian” store (owned by Ukrainians) because she’s ashamed of her Russian heritage. My Ukrainian neighbors across the street are glued to their social media and the news, rarely leaving the house with their preschool-age children whom we used to see playing in the yard, waving at the garbage truck and chasing the neighborhood cats. Fear for their friends and family back home rules their lives. I feel helpless to respond except to show my support as a neighbor and friend.

    However, my fellow Retired Peace Corps Volunteers have extensive coverage of ways to help the people they know and love in their adopted homeland. (See the link below for locally-recommended and vetted organizations through which to advocate and donate.) In an effort to do SOMETHING, I asked the president of TESOL-Ukraine what teachers in Oregon can do to help our peers there. Here is her reply, in part: 

    Dear Ms. Nanci Leiton,

    We are thankful to the TESOL Oregon and you personally for the desire to demonstrate your solidarity with TESOL -Ukraine and support us in these difficult times for the whole country including all English language teachers of Ukraine.

    TESOL-Ukraine embraces nearly 800 English language teachers all around the country, including secondary school and college teachers as well as university educators. Recently, due to the military conflict almost all students and school students from the eastern and southern parts of the country had to flee to the western part of Ukraine and abroad; more than 250 schools and university buildings have been damaged and ruined. Every second child of Ukraine has immigrated abroad. In these conditions, we are trying now to resume classes at schools and universities online. It goes without saying that teachers are scared, exhausted, disorientated. At the same time we have to calm down and support our students.

    I believe, in these uncertain times, any help from our friendly colleagues in TESOL Oregon will be highly appreciated by us …even the fact you remember us and have made an effort to connect and help.

    Sincerely,

    Olena Ilienko, TESOL-Ukraine President

    I don’t want to see Ukraine return to the cold bleakness of the brief winter days I spent in Odessa so long ago. Although it may seem obvious that modern Russia is not the USSR, it’s not my Western perspective that matters. Listen to the people who have lived through Russia’s aggressive tactics before. These are real people trying to resume their lives, “scared, exhausted and disorientated.” Listen to the voices of those who thought they’d escaped cultural “rehabilitation”, deportations of their relatives to Siberian gulags, and decades smothered by a blanket of Soviet snow; then reach out to your neighbors, students, and fellow teachers. Lend a hand, a buck or a voice.  

    Photos: The Singing Revolution (Riga, 1989) and Nanci's Business English class (Ķegums, 1997)

    Resources & Recommendations

    RPCV Alliance for Ukraine (List of ways to help)
    https://www.allianceforukraine.org/articles/advocacy-and-donations-for-ukraine-what-our-members-can-do-with-rising-tensions-in-ukraine?fbclid=IwAR1uihbnz_LrNQ24bkTqPmYJzFMCs84EH-lb6aU6AuwWVdyGP3rYBTy2rVI#main-menu-mobile

    TESOL-Ukraine http://www.tesol-ukraine.com/ 

    Ukraine’s history and its centuries long road to independence https://www.pbs.org/newshour/show/ukraines-history-and-its-centuries-long-road-to-independence

    Language as the core value of Latvian culture: The Australian Experience by Jānis Priedkalns in the Journal of Baltic Studies; available through your school or library at this link: http://www.jstor.org/stable/43211870

    Ethnic Russians in the former soviet republics https://www.washingtonpost.com/world/ethnic-russians-in-the-former-soviet-republics/2014/05/17/25298b4e-de19-11e3-8009-71de85b9c527_graphic.html

    The Singing Revolution - https://artsci.washington.edu/news/2013-12/when-songs-trumped-rifles

    Ukraine’s economic crisis: A historical perspective
    https://www.economist.com/graphic-detail/2015/06/04/crisis-in-ukraine 

    Humanitarian Situation Report (UNHCR)
    https://reliefweb.int/report/ukraine/unicef-ukraine-humanitarian-situation-report-no-5-17-23-march-2022 

    Soviet Russia's Persecution of Latvia By Alexander V. Berkis in Institute for Historical Review (1988) http://ihr.org/jhr/v08/v08p-25_Berkis.html 

    Soviet Repression and Deportations in the Baltic States https://gulag.online/articles/soviet-repression-and-deportations-in-the-baltic-states?locale=en 

    The challenges of re-Ukrainianization: Why and how we must support Ukrainian language https://krytyka.com/en/articles/why-and-how-we-must-support-ukrainian-language  

  • 17 Jan 2022 8:58 PM | ORTESOL Communications (Administrator)

    Doing Drills That Engage

    by Linda Rasmussen

    Entering the classroom, students are at their marks: seated side-by-side at the edge of a table, where individual alphabet charts lay in front of them. Some of these adults are even smiling and glance up at their instructor, showing eagerness to practice the drills that start with “Ready, set . . . . “ and a letter is named that they touch or point to on their charts. Classroom aids walk around, checking the students’ accuracy, and the practice builds to spelling words aloud in unison, with all actively participating – in drills!

    That’s the beginning of Patrick McDade’s classes in People-Places-Things (find at https://www.pptpdx.com/). Instructors use a drill that doesn’t kill (and you can quote me on that). That’s a dream come true for some teachers, especially of language. Students need repetitive practice but how can we engage them enough to do it?

    For a more immediately accessible example of engaging drills, Multnomah County Library offers the following through Kanopy:

    “The Cartoon Classroom: Korea, Part of the Series: Teachers of the World.” National Film and Sound Archive of Australia (1993). Kanopy through Multnomah County Library. https://multcolib.kanopy.com/video/teachers-world-cartoon-classroom-korea. Accessed 12/11/2021.

    Teacher Choi Young-Jae mesmerizes viewers with apparently complete participation by his middle schoolers. The fast-paced cartooning and drilling is just the kind of thing kids see on TV or in gaming. It’s also what we might compete with when getting students’ involved in learning.

    Such teachers developed these techniques with preparation and practice. In the same way, we can all apply some similar method. For example, when examining a textbook page or worksheet, instead of just planning to display and define new vocabulary, we could list ways to exercise with the material. Consider the vocabulary “paper,” “book”, “pen,” “notebook,” and “worksheet.” After defining each word as usual, we can direct students to point, touch, pick up, or otherwise display the items as each one is named. The teacher does the same, and all can confirm the answers, as they check each other, too. Then we ask volunteers to call out for the group. Building momentum, we ask what each word begins with, ends with, count the syllables, spell the words in unison/choral reading, and chant the words.

    By the end of this pep rally, students can independently practice and reach a level of mastery over new words, rather than anxiety at actually facing them in further activities, such as completing the worksheet. People who like to lead will have the opportunity, and those fearful of speaking (alone) have lots of opportunity to collaborate with other voices. “What else can we do with these words and letters?” or “What more do you see or know about these words and letters?” might conclude the activity, invite creativity, and provide further techniques.

    With preparation, one can lead this method, and with practice, one could learn to do some spontaneously and throughout lessons, so preparation is reduced and flexibility increased. That achieves two more goals teachers tend to have. We use what we have and play with or extend it. What is you envision? Can you tell us what happens when you try it?

  • 19 Dec 2021 8:20 PM | ORTESOL Communications (Administrator)

    WestEd, a non-profit research and development organization, is partnering with King’s Peak Technology to conduct research and evaluation as part of their Small Business Innovation Research (SBIR) Phase II grant from the US Department of Education. LoomVue is a web application which transforms any webpage into diglot weave text, allowing English Language Learners (ELs) to read interesting and advanced content rather than oversimplified elementary-style books.

    For ejemplo, this frase blends English y Española words together.

    LoomVue is designed specifically to engage and motivate students as they learn a new language, while providing teachers with actionable analytics to track student performance.  The purpose of this feasibility study is to garner insight into teachers’ impressions of the product and dashboard’s feasibility for classroom use and their view of its ability to support ELs’ learning and attitudes toward reading. We would also like to gain feedback on what modifications teachers believe would maximize the product’s applicability for classroom use.

    The research study will take place in early spring 2022. Participating teachers will attend a training, distribute and collect parent opt-out forms, aid students in setting up LoomVue, and administer pre- and post-surveys and assessments.  During the study, teachers will be asked to have their students complete 40 minutes of ‘free reading’ using the LoomVue tool and 30 minutes of studying vocabulary words on the LoomVue website per week, for 8 weeks.

    To participate, teachers must: a) be a 6th grade teacher of Spanish-speaking ELD students, b) have approximately 15-20 Spanish-speaking EL students enrolled in your classroom, and c) have students with 1:1 access to internet connected computers, laptops, or Chromebooks. Eligible teachers will be accepted into the study on a first-come, first served basis. 

    Participating teachers will receive $200 for completion of all study activities! 

    If you are interested in participating, please fill out an interest form at this link: https://airtable.com/shrN3aFEOJ1ffa9bd

  • 25 Sep 2021 8:16 PM | ORTESOL Communications (Administrator)

    New grant opportunity! Are you an Oregon secondary teacher who has experience working with students who are emergent bilingual? The Oregon Open Learning team invites you to apply individually or as a part of a team to participate in a new grant opportunity for the 2021-22 school year focused on developing open educational resources (OER) to support students who are emergent bilingual. Grant award: $5000. More information and the grant application can be found on ODE’s OER Grant & Professional Learning Opportunities webpage.



  • 12 Sep 2021 7:57 PM | Anonymous


    Guest blog post by ORTESOL Board Member Abigail Pecore

    Join a free conference for Anti-racist Teaching, Language, and Assessment funded through an endowment housed at Oregon State University Foundation. 


    Moderators are Jesse Strommel and Akua Duku Anokye with guest speakers from across the country and from disciplines spanning intercultural communication, antiracist writing assessment, research methods, theater and storytelling. 


    Please see the link for the schedule and read more about each keynote speaker: https://www.atlaconf.com/


    Click this link to register: https://oregonstate.qualtrics.com/jfe/form/SV_cBhadv9KONlfZbM


    The conference is spread across three Fridays in September and October:


    September 17th, 11-2:15 pm PST

    September 24th, 11-2:15 pm PST

    October 1st, 11-2:15 pm PST


  • 12 Sep 2021 7:48 PM | Anonymous


    Anaheim University 2021 TESOL Open Conference

    Blog post by ORTESOL member Linda Rasmussen


    Anaheim (California) University shared its online Open Sessions with the public on Saturday evening, August 28. Last year, due to the pandemic, the University offered free, public attendance to the entire conference, and it was of such high quality and educational level that I again attended all available sessions this year and am excited to reflect on their key concepts for you, according to the schedule:

    Sandra McKay "The need for diversity and inclusion in ELT textbooks" (Dr. McKay is an AU TESOL professor, an international educator, and author of books such as Teaching and Assessing EIL in local contexts around the world, with J.D. Brown, 2016, Routledge. https://anaheim.edu/schools-and-institutes/graduate-school-of-education/diploma-in-tesol/faculty/243-about/faculty-and-staff/tesol-faculty/1742-dr-sandra-mckay.html)                                                                    

    David Nunan / Julie Choi "How do we know what our learners need? (How) Do they know what they need?" (Dr. Nunan is TESOL Institute Director, founding Dean of the A. U. Graduate School of Education, former President of TESOL International Association, and wrote the world’s most popular ESOL textbook series, "Go For It." https://www.anaheim.edu/about-david-nunan.html

     A former student of Dr. Nunan’s, Dr. Choi is an Anaheim University Alumnus, University of Melbourne Senior Lecturer in Education in Additional Languages, author and contributor to publications such as Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism, 2017. ).


    Rod Ellis "Pre-task planning for Writing" (Dr. Ellis is a leader in Second Language Acquisition, is Anaheim University Senior TESOL Professor and Founding Department Chair, as well as the author of The Study of Second Language Acquisition, 2008, Oxford Press. https://www.anaheim.edu/schools-and-institutes/graduate-school-of-education/doctor-of-education-in-tesol/243-about/faculty-and-staff/tesol-faculty/50-rod-ellis-phd.html).

    Although the title "The need for diversity and inclusion in ELT textbooks" sounded like much information since the murder of George Floyd, I attended, looking for review and hoping for further learning. Dr. Sandra McKay astounded me by extending to other countries the US movement for diversity and inclusion of all marginalized peoples. With us, she used the example of  Japanese English Language Training (ELT) texts to examine representation of marginalized peoples, confirming for me what many teachers anticipate in worldwide publications. Just as we have encountered in the US, other countries’ resources focus on narrow, possibly stereotypical, English language speakers and/or learners, omitting the inclusion of diverse people. Dr. McKay explained and identified Japanese texts that include historical cultures and social issues outside their own nation. In contrast, current diversity, especially in migrant populations, and domestic social issues are neglected. Appealing to the attendees from Argentina to Canada, Portugal to Japan, and Russia to Australia, Dr. McKay instructed how teachers in their own countries can prompt publishers to include all “types” of students, as well as all types of fluent speakers. An ELL student in Missouri (or anywhere else) should not be surprised that a blind man from Haiti uses fluent English. From my professional experience, Dr. McKay deserves a standing ovation, besides our active response to her lead in extending diversity and inclusion in all nations. 

    True to Anaheim University’s character, "How do we know what our learners need? (How) Do they know what they need?" was equally compelling. After an introductory chat with Dr. Nunan, Dr. Choi presented a paper of research that seemed to have been a milestone in her own professional development. Warts and all, she revealed struggles in teaching low (natively) literate ELL’s and her enlightenment to understanding students’ experiences and needs. Dr. Choi displayed actual sections of her work “How do ‘we’ know what ‘they’ need? Learning together through duoethnography and English language teaching to immigrant and refugee women” (2018). She and a colleague found their teaching fell far from their goal of student-centered instruction when realizing illiterate students cannot explain their education or needs on a written questionnaire! The instructors explained their whole learning process in their documentation, and Dr. Choi admitted that she still wonders how to communicate with low-level language learners (which I believe is the same information every effective teacher of any subject constantly seeks). She emphasize our humanity and the “acts of love” we all need to provide each other.

    Finally, Dr. Ellis rephrased his presentation title to ask “Does planning before writing help?” and provided us with factors to consider in deciding whether or not to teach pre-writing to ELL students. By thoroughly analyzing existing research, Dr. Ellis offered these considerations:

    • fluency, in the expression of ideas, or accuracy of writing mechanics, compete for the writer’s focus

    • planning usually increases fluency, sometimes complexity, but not accuracy

    • therefore, a personal narrative will be more fluent that a structured essay                                                                                                                

    • studying planning improves planning

    • technology assists accuracy

    • clear instructions on planning are the “key” 

    • planning in L1 or L2 makes no difference in the final writing product 

    • collaborative planning might help accuracy but not fluency

    • lower level ELLs do not benefit from planning as much as advanced

    • writers or students who like planning benefit most from it  

    Unfortunately, I have not accessed the recordings of these sessions in the Anaheim University 2021 TESOL Open Conference so my interpretation here is all I can offer now. If I receive information about videos of these three, at least, besides the entire 3-day conference, I will again share as much as I can. Again, the last two years that I have attended this online conference have greatly impressed and benefited me. Sharing the information with my ORTESOL peers is my “act of love.”                                                             



  • 22 Aug 2021 8:40 AM | ORTESOL Communications (Administrator)


    Notes written / re-written by Eric Dodson on Aug 17, 2021 based on emails and phone call with Julia Stone.  http://ericdodsonpdx.com/helping-people-in-afghanistan-who-need-to-leave/

    Helping People in Afghanistan Who Need To Leave

    This information may be helpful for students and community members who have family and friends who are still in Afghanistan and are not safe there.

    Translations available

    Here are 4 things that can help in different ways:

    1. Do you know someone in Afghanistan who is a US Citizen or a Lawful Permanent Resident (they have a green card)?

    a. U.S. citizen or Lawful Permanent Resident family members who are in Afghanistan should complete the US embassy in Kabul’s Repatriation Assistance Form (linked below).

    b. If the people in Afghanistan cannot fill out the form, then a family member or friend in the U.S. should do their best to help submit that form online.

    c. This is how the embassy staff in Kabul is collecting info of US Citizens and Lawful Permanent Residents still in Kabul needing help with evacuation.

    d. The embassy staff will contact them directly with instructions. e. Repatriation Assistance Form

    f. The US Embassy in Kabul is posting updates on their website, also.

     

    2. Do you live in Oregon? Your US Senator’s office is helping to connect people in Afghanistan with the US State Department to try to help them leave.

    a. Oregonians can email Julia Stone, constituent services representative with Senator Jeff Merkley, information about the family members or friends in Afghanistan.

    b. Their office is sending the details to the State Department task force coordinating the evacuation efforts and asking them for help.

    c. This does not replace the embassy’s web form process, but they are trying to use the Senator’s office to get more attention and help more people.

    d. They can help US Citizens and Lawful Permanent residents. They can try to help people with pending visa cases or people of particular concern such as those eligible for P-1 or P-2 refugee status (such as interpreters and their immediate families, other staff for the US Government, etc.)

    e. Please send an email with as much information as possible to Julia_Stone@merkley.senate.gov (

     Full names of all the people

     Dates of birth

     Legal status (if they are a US Citizen or Lawful Permanent Resident)

     Passport number and country

     Local contact for the embassy in Kabul to use (phone and/or email)

     Back up contact info

     Are there any pending visa cases or petitions filed on their behalf

     Other important information, like if they worked for Afghan government, worked for U.S. NGO or military, they are an educated woman, etc.

    f. You are welcome to share this email address with others in the community

    3. If you don’t live in Oregon but want to get help from your senators

    or representative:

    a. Find your Senators and/or representative (your Senator is usually a good place to start, but every one is different…)

    b. If you find their phone number, call them. Be ready to leave a message with your name, phone number, and the situation you need help with.

     Example: “I’m calling because I have family in Afghanistan and they need to leave because they are not safe. I need to talk with someone in your office who can help me. My name is _______, my phone number is ______, and my family worked as

    translators.”

    c. The senator or representative may have help on their website. Look for “Services” or “Contact”

     They may have a link that says “Help with a federal agency”

     Sometimes they may have an online form. You can give them your contact information and explain the situation.

    Here’s one example:

    4. If you don’t know anyone in Afghanistan, you can still help by:

    a. Making sure that your friends, coworkers, neighbors, or community members from Afghanistan know about these resources.

    b. Give $$$ to organizations that can help with refugee resettlement, like IRCO or Catholic Charities

    c. Reach out to IRCO, Catholic Charities, and other organizations about volunteering in the near future.

    d. Write to your Senators and Representative to urge them to do everything they can to help people in Afghanistan who need to leave.


    Photo by Tim Mossholder on Unsplash

  • 11 May 2021 8:02 AM | ORTESOL Communications (Administrator)


    Would you like to attend the upcoming TESOL Virtual Advocacy & Public Policy Summit or TESOL ELevate, a brand-new event for new and emerging English language professionals, but you need financial assistance? We have great news--if you're a TESOL member in good standing, you can apply for a TESOL 2021 Professional Development Scholarship!

    As part of the application, you will need to submit a statement of 500 words or fewer addressing the following topics:

    How attendance at the TESOL Advocacy & Policy Summit or TESOL ELevate will further your professional development

    How attending the TESOL Advocacy & Policy Summit or TESOL ELevate will benefit your ESL/EFL community

    Why you need this scholarship, including evidence of the financial need

    Applications are due 6 June 2021. If you have any questions, please contact me at awards@tesol.org.

  • 26 Feb 2021 9:44 PM | Anonymous member

    The Fulbright Distinguished Awards in Teaching Research (Fulbright DA) Program provides an opportunity for K–12 educators from the United States to conduct research and engage in other professional learning experiences abroad for three to six months. Participants work on individual Inquiry Projects on a topic relevant to education in the United States and the host country, take courses at a host university, and collaborate with colleagues on educational practices to improve student learning.

    The 2021-2022 Fulbright DA Program host countries include Brazil, Colombia, Finland, Greece, India, Israel, Mexico, Morocco, Netherlands, Singapore, Taiwan, United Kingdom, and Vietnam.

    Application Deadline: March 7, 2021 at 11:59 PM ET

    Applicants Notified: July 2021

    Earliest Departure Date (Country Dependent): September 2021

    See More Information

    Fulbright DA Program Announcement 2021.pdf

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