MInneTESOL Journal, Volume 27 (2010)
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MinneWITESOL is a professional association of teachers of English as a Second Language in Minnesota and neighboring states dedicated to the education and support of students acquiring English at all levels of public and private education.
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Item A Review of: Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford: Oxford University Press(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) De Costa, Peter I.Item A Review of: Freeman, Y. & Freeman, D. (2009). Academic language for English language learners and struggling readers: How to help students succeed across content areas. Portsmouth NH: Heinemann. Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Ranney, SusanItem A Review of: English L2 Reading: Getting to the Bottom (2nd ed.) By Barbara Birch (2007). Mahwah, NJ: Lawrence Erlbaum Associates(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Frederick, Amy; Kroshus, PaulItem A Review of: DeCapua, A., Smathers, W., & Tang, L. F. (2009). Meeting the needs of students with limited or interrupted schooling: A guidebook for educators. Ann Arbor: University of Michigan Press(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Ljungkull, Marta; Rauf, SadafItem A Review of: Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and second language oracy. Oxford: Oxford University Press(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Schornack, MirandaItem A Review of: Moore, D., Short, D., Tatum, A., Tinajero, J., & Bernebei, G. (2009). Inside: Language, literacy, and content. Carmel, CA: Hampton-Brown / National Geographic(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Cannon, AnnelieseItem A Review of: Parrish, Betsy. (2009). Four point: Listening-speaking 2, advanced. K. Folse , (Ed.). Ann Arbor, MI: University of Michigan Press(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Liu, Kristin KlineItem Relating language objectives to Bloom’s taxonomy: how to talk to your mainstream colleagues about language objectives(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Kramer, Deirdre Bird; Lundgren, Cynthia; Mabbott, Ann SaxIn response to No Child Left Behind (2001) pressures on schools to show that ELLs are making academic progress, many school districts are embracing sheltered instruction. Among other best practices, sheltered instruction requires that mainstream instruction include language objectives that support the content curriculum. Increasingly, ESL teachers are put in the role of coaching their colleagues on how to write language objectives that are linked to content. This article shows ESL professionals how to use Bloom’s taxonomy, familiar to most teachers, to help them open the door to collaborative discussion about academic language function and language objectives.Item Who are Minnesota’s Adult ESL Practitioners?(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Johnson, Kimberly A.; Marchwick, Kelly; Liden, AstridAdult Basic Education (ABE) at the Minnesota Department of Education and the ABE Teaching and Learning Advancement System (ATLAS) at Hamline University are collaborating to implement a data-driven professional development process that involves collecting and analyzing data, identifying needs and priorities, developing appropriate activities, and evaluating outcomes. Because there existed little data on the over 1200 teachers and administrators who are part of the state ABE system, a statewide survey of ABE instructors and administrators was administered to collect data necessary to inform the design and delivery of relevant and meaningful professional development. Nearly 700 practitioners responded to the survey, providing information on the working conditions, classroom challenges and professional development needs of the adult ESL practitioners in Minnesota. Analysis of the data has yielded valuable insights to inform professional development planning and establish priorities to meet the needs of practitioners working with literacy-level through advanced-level ESL instruction.Item Handling Oral Error Feedback in Language Classrooms(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Margolis, Douglas PaulGood oral error feedback strategies can boost student motivation, advance language learning, and increase student perception of instructional effectiveness, but the oral error feedback literature offers a confusing picture of what is appropriate feedback. Many teachers have heard that recasts, a type of feedback that involves reformulating the student’s error into the correct form, is an appropriate approach, especially because it may avoid increasing student anxiety. Other teachers have probably heard that recasts are not effective and that pushing students to self-correct is a more appropriate technique. In fact, the research literature on oral error feedback has advocated both perspectives, and some writers have even advocated against providing error feedback altogether. This paper looks at four error feedback interactions from class observations in an EFL context to highlight issues that may help teachers make appropriate decisions for handling errors in their classrooms. These feedback interactions come from the author’s doctoral research (Margolis, 2007). The paper first examines the nature of errors and feedback in the classroom, then identifies key decision points in error feedback interactions, and finally suggests a framework for evaluating oral error feedback effectiveness.Item From the Editors(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Anderson, Mike; Ibele, Gail; Poulos, Andrea; Swierzbin, Bonnie