Students are currently sitting in virtual classrooms during the pandemic, struggling to understand content-area information. It is critical for ELs to obtain comprehensible input from their teachers, and this has become increasingly difficult in a virtual setting.
The advent of online and blended programs has brought about changes for teachers and learners, and it has required adjustments in curricula. One such adjustment involves the design and development of testing frameworks that can fulfill new program needs.
Coteaching is a powerful intervention for students, especially English language learners, so we knew we needed to figure out a way to continue our collaborative teaching even though we were scattered around the world.
Adjunctification is on the rise in institutions of higher education across the United States. This is not a new phenomenon; colleges and universities have been steadily relying more and more on the underpaid labor of part-time, nonbenefited faculty.
The March 2020 closure of most schools in the United States due to the COVID‐19 pandemic marked a sudden and dramatic shift in how teaching and learning happened. All the 55 million K‐12 students were deeply affected by the move from face‐to‐face to remote learning.
Jennifer Renn, Trish Morita-Mullaney, and Wayne E. Wright
In the face of a rapidly growing K–12 English language learner (ELL) population worldwide, many schools and school districts have struggled to provide training that supports teachers who work with ELL students.
Think about the English learners (ELs) in your school or district. What percentage of each day do they spend with a trained English as a second language (ESL) teacher—one who has studied second language acquisition and language teaching—especially in a distance learning format?
Networking offers ELT professionals myriad benefits above working in isolation. As professional development, we can learn new ideas for teaching and research through networking as we interact with people interested in similar topics and contexts, as well as those working in broadly different areas. We can gain awareness of controversies and new developments in our field.
The 6 Principles for Exemplary Teaching of English Learners® has been a TESOL International Association initiative for several years now. At this time, we’d like to explore how these principles can more actively inform our teaching practice in this unprecedented period of upheaval and adaptation.
Diverse, specialized, English for specific purposes (ESP) courses have become commonplace recently. Short-term, precourse ESP programs geared toward graduate students are now the norm at intensive English programs (IEPs), and IEP instructors who usually teach general ESL courses are thrown into ESP because of the increasing demand.
Micro-credentials are a growing trend in professional development (PD), and they can be found across various teaching and learning contexts. These credentials are personalized, accessible, shareable, and “stackable” (allowing you to progress on a career path), and they are often rooted in various teaching- and learning-based competencies.