Friday, January 05, 2007

Seattle 2007

I post these not only to invite you to the sessions themselves, if you happen to be at TESOL 2007 in Seattle, but also to invite comment and criticism: what could and should these include? What experience do you have that could prove timely? What problems do you see in our current way of doing things? These sessions intend to cover as much useful information as possible and provide for ESL/EFL practitioners useful knowledge and resources. Any comments you have would be appreciated. I also post them in order to get myself organized, make websites for each, plan a busy trip in Seattle, etc. See you there!


Defining, detecting, and dealing with online plagiarism
Discussion, CALL IS, CC 211, Wed., Mar. 21, 7:00 PM-7:45 PM

As a discussion, my partner Laurie Moody and I will be charged with eliciting opinions and questions from a small group of interested practitioners. We often put chairs in a circle and expect people to tell us a little about what they experience and what they want to know. We are expected to write something about problems people face- what is happening out in the field? How can TESOL address some of the concerns of its members?

For this one I've been thinking that an online resource for ESL/EFL practitioners would be useful. I have a site from a previous presentation here and could build on it easily, and probably will.

It's been a consistent interest of mine over time and is getting more currency these days as we are seeing more of it than we used to. In addition SIUC was involved in a campus-wide discussion of the issue in general that brought up a number of useful points. Quick, while it's on everyone's mind, let me know what you think: how do you define it? Detect it? Deal with it?


Student weblogging for fluency, skills, and integration
Demonstration, Writing IS, CC 3B, Sat. Mar. 24, 10:30-11:15.

This is the big one- in this one I present, show, talk, perform. What I'm after here is to prove that using our weblogs has been successful for our students as well as for our program. I'd like positive affirmation of the following questions and welcome challenges if you honestly feel that they are more trouble than they are worth...

1. In general using weblogs forces students to turn public with their writing. How has this helped them? Do they gain fluency from actually showing what they have labored over, to the general public? Why?
2. Technological problems haunt the process: blogger changes; mac is different from their pc's at home; word documents require translation when put onto blogger, etc. How much of this is just a necessary part of the process of mastering communication in the modern world? Couldn't it be avoided?
3. People often take the attitude that mastery of English is somehow separate from mastery of the technological environments in which we are are forcing them to use it. I of course disagree with this idea. How can I show that getting students used to the processes of mastering environmental challenges and platform requirements is part of general fluency? How can I show that integration includes integration into communities that will mean most to them: the online ones that they will need for success in the worlds they will be entering?

Comments welcome!


Weblog portfolios in an intensive English program
eFairs Classic, Electronic Village, 2:00, day TBA

In these, I sit at a computer and show what we do, give advice, give out handouts, etc. It is an invited presentation; I have done several of these over the years. In general the Electronic Village is my favorite part of TESOL.

For this I'd like to see lots of portfolios, used in different ways, and answer a few questions:

What can students do to make their work look better?
How do portfolios enhance a student's self-presentation?
What long-term benefits do student portfolios provide?
What effective ways can be used to grade portfolios?


See you in Seattle!



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