Due to the fact that English language learners (ELLs) often do not have the same educational opportunities or outcomes as non-ELL students in the United States, the professional standards for initial certification for teaching English for speakers of other languages (ESOL) call on ESOL teachers to advocate for them.
Now that we do so much remotely, we know that wherever we are in the world, we are part of an incredibly vast, diverse, and energized community of TESOL educators—but how do we find and then interact with each other?
It is the time of year when summer is coming to a close and teachers are beginning to prepare for the upcoming academic year. One important part of this preparation is developing courses in online learning management systems (LMSs).
“If you ever feel like you have learned all there is about good teaching, it’s time to get out of the profession.” This mantra was often repeated by a former supervisor, and it’s stuck with me over my 25+ years of working in the TESOL field.
In K–12 classrooms, multimodal teaching, such as using visuals and technology, has been commonly embedded at different levels with different student groups. However, it has not been well discussed in English as a second language teacher training.
In recent years, there have been many calls to transform approaches to schooling in pluralistic societies that have treated the languages, cultures, and ways of being of people of colour as deficiencies that have to be overcome to succeed both in and out of school.