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P R T E S L - G R A M OCTOBER, 2014

The ofcial publication of the Puerto Rico Teachers of English to Speakers of Other Languages
V o l . 4 0 O C T O B E R 2 0 1 4
Dont miss the special convention section on pages 22"24
P R T E S L - G R A M OCTOBER, 2014

uear !"#$%&' Members:
Welcome Lo our rsL elecLronlc 81LSCL-Cram. lL ls our slncere pleasure
and graLefulness Lo welcome back rofessor Carmelo Arbona who has
worked dlllgenLly as cusLomary ln Lhe preparauon and deslgn of Lhls
We have concluded our 8eglonal ChapLers' professlonal developmenL
programs for Lhls year, and we are [usL less Lhan a monLh away from our
culmlnaung evenL Lhe 41
Annual Convenuon !" $%& '&( )&*+%,-
.%/&0123%0 4563756/5126 8&19:&73;&9 +% /*& <%06+9* =62991""> held aL Lhe once PllLon Colf and Caslno
8esorL on november 14 and 13, 2014. lf you mlss Lhe reglsLrauon daLe, we wlll be accepung on-slLe
We have over 60 presenLers from dlerenL parLs of Lhe globe: Chlle, uomlnlcan 8epubllc, Creece, Mexlco,
Saudl Arabla, uS Malnland, uS vlrgln lslands, and uerLo 8lco.
ln Lhls publlcauon, we wlll share phoLos of my role as presenLer and paruclpanL ln Lhe 1LSCL lnLernauonal
Convenuon ln orLland, Cregon ln March, as one of Lhe Lwo keynoLe speakers aL Lhe uomlnlcan 8epubllc
1LSCL Annual Convenuon ln AugusL, and presenLer and paruclpanL aL Lhe anama 1LSCL Congress and
CenLral Amerlca and Carlbbean 8asln 8eglonal Conference ln SepLember. l am proud Lo say LhaL lL was an
honor Lo represenL our assoclauon ln Lhese lmporLanL evenLs.
We hope you are as exclLed as we are abouL Lhe Convenuon. 1he forLe of our organlzauon ls based on Lhe
level of lnvolvemenL by our members. As wlLh all of our Lechnologlcal enhancemenLs, we are noL looklng Lo
replace human conLacL buL Lo complemenL Lhe personal relauonshlps you have wlLh people wlLhln our
organlzauon. We hope you en[oy Lhls rsL elecLronlc edluon of Lhe 81LSCL-Cram, and we welcome your
feedback so LhaL we can dellver Lhe besL publlcauon posslble. WlLh LhaL ln mlnd, l lnvlLe you Lo submlL
professlonal arucles relaLed wlLh LL1 (Lngllsh Language 1eachlng) Lo rof. Carmelo Arbona for hls
conslderauon for fuLure 81LSCL-Cram publlcauons.
vlslL our webslLe www.puerLorlcoLesol.org perlodlcally or look for us on lacebook and 1wluer.
We look forward Lo seelng you aL Lhe Convenuon where Lhere wlll be many surprlses besldes Lhe excellenL
workshops, demonsLrauons, panel dlscusslons, exhlblLors, and enLerLalnmenL.
very Lruly yours,
Ldward 1orres
81LSCL resldenL 2014
P R T E S L - G R A M OCTOBER, 2014

Io|n k1LSCL today

uerLo 8lco 1eachers Lo Speakers of
CLher Languages (81LSCL) ls ready Lo
supporL you wheLher you Leach re-k or
osL-Crad. We have resources Lo help
language arLs Leachers.
Cur goal ls Lo supporL Lngllsh
professlonals and focus on lmprovlng Lhe
Leachlng of Lngllsh ln uerLo 8lco.
1he reglonal chapLers organlze
several conferences and acuvl ues
LhroughouL Lhe year leadlng up Lo our
annual convenuon LhaL Lakes place ln
Al l o f L h e s e p r o f e s s l o n a l
developmenL acuvlues allow Leachers Lo
be up-Lo-daLe wlLh Lhe currenL Lrends ln
Lhe Leachlng of Lngllsh, Lo share
knowledge and experlences, and Lo
neLwork wlLh oLher professlonals ln Lhe
1ab|e of Contents
rof. Ldward 1orres
2014 81LSCL resldenL............................................. 2
Ld|tor's Corner: ...........................................................4
2014 k1LSCL 8oard....................................................4
1he LL1 Da||y Iourna|]Learn|ng to 1each LSL]LIL
8y na|| nouston (2013) Anth|mer|a ress
8evlew 8y Dr. Iosu A|e[andro................................... 3-6
Speak|ng the Same Language: Lecnve
Commun|canon and keach|ng Lng||sh Language
Eusebio Martinez, Jr................................................9-12
What are the Common Core State Standards?
8osemary Morales urblna, Ld.u. .........................13-18
41st Annua| Convennon .....................................19-24
Internanona| 1LSCL Convennon |n ortand............ 23
I|rst Dom|n|can kepub||c 1LSCL............................... 27
Centra| Amer|can and Car|bbean Congress ............. 29
rofess|ona| Deve|opment at Its 8est
rof. vlcLor 8. Culnones Cuerra................................ 31
Centra|, Metro and Lastern Chapters ............. 33-36
Membersh|p form.................................................. 34
uon'L forgeL Lo vlslL us on our webslLe:
P R T E S L - G R A M OCTOBER, 2014
1he lasL
ume l wroLe
Lhls column, l
was saylng
goodbye as edlLor of
Lhe 81LSCL-Cram.
uurlng Lhe year, Lhe
Lransluon Lo a new edlLor was
more dlmculL Lhan expecLed.
AnoLher clear evldence Lo supporL one of Murphy's
Laws corollarles: noLhlng ls as easy as lL looks."
l answered 81LSCL resldenL, rofessor Ldward
1orres, call Lo come back and help wlLh Lhe publlcauons.
8y now you should have recelved Lhe 8ulleun of Lhe
8oard, whlch was senL by emall Lo Lhe membershlp.
umng LogeLher Lhls 81LSCL-Cram was a
challenge l accepLed undersLandlng LhaL Lhe Lngllsh
Leachers of uerLo 8lco need a forum where Lhey can
publlsh, share, and commenL on lmporLanL ldeas. l
encourage all our readers Lo paruclpaLe by submlmng
arucles on Lngllsh language Leachlng, Lheory, and
educauon" ln general (see page 8). ?our volce, your
LhoughLs, your ldeas need Lo be shared wlLh all our
colleagues, noL only ln uerLo 8lco buL beyond Lhrough
ln Lhls lssue, we look forward Lo Lhe lorLy-rsL
Annual Convenuon ln once. lease examlne Lhe
lnformauon on Lhe Convenuon on pages 19-24 . 1he AL
a Clance" charL glves a brlef summary of all Lhe greaL
acuvlues of Lhe enure evenL. 1hls year's keynoLe
speakers wlll be ur. aLrlcla Plnchey and ur. lrls 8amer.
1he llsL of workshops for professlonal developmenL ls
l look forward Lo meeung wlLh you, our readers,
durlng Lhe convenuon. lease feel free Lo conLacL me
wlLh your arucles, research, dlsserLauon absLracLs, book
)$?@A $B A.@<=C$@D
Executive Board
Edward Torres
Vivian Rivera Maysonet
Vice President
Estella Marquez
Past President
Lxecunve 8oard
Non-Vonng Members
Ienn|fer Lpez,
Lxecuuve SecreLary
Ianyts|e Mora,
Membershlp SecreLary
M|r|am De|da
Chapter Presidents
Aidanelly Ortiz
Helvia Guzmn
Rosa Emma Mejas
Michelle Mndez
Arlinda Lpez
Public School
Hctor Prez
Josu Alejandro
Higher Education:
Jennifer Alicea Castillo
Student: Vacany
Private School
Maureen Orama
Higher Education: Naomi
Student: Vacant
k1LSCL-Gram ls a perlodlcal
servlce Lo Lngllsh language
educaLors and admlnlsLraLors
publlshed by
uerto k|co 1LSCL,
. C. 8ox 366828
San Iuan, k 00936-6828
News|euer Sta
Ld|tor: Carmelo Arbona
C|rcu|anon: 1,000
Arucles on Lngllsh-
language Leachlng, Lheory, and
educauon ar e wel comed.
Submlsslons musL be ln MSWord
formaL, doubl e-spaced, no
longer Lhan ve pages, and
should follow AA or 1LSCL
CuarLerly sLyle. All enLrles are
sub[ecL Lo edlung for sLyle,
space, and oLher professlonal
Copyr|ght Nonce Arucles may be
reproduced for classroom use.
CuoLauons up Lo LwenLy-ve
(23) words are permlued lf
credlL Lo Lhe auLhor and Lhe
1LSCLC8AM are lncluded. ln
oL her s l L uauons , wr l uen
permlsslon ls requlred.


P R T E S L - G R A M OCTOBER, 2014
1he LL1 Da||y Iourna|]
Learn|ng to 1each LSL]
8y na|| nouston (2013)
Anth|mer|a ress
8y Dr. Iosu A|e[andro
Un|vers|ty of uerto k|co
n|gh Schoo|
1hls book ls a good resource for new
Leachers who are beglnnlng Lhe
awesome Lask of Leachlng LSL/LlL.
1he auLhor has shown a ma[or
concern for Leachers ln Lhe mosL
vulnerable sLage of Lhelr Leachlng
[ourney. 1haL ls, aL Lhe very beglnnlng
of Lhelr Leachlng career. knowlng
LhaL Lhls ls a vocauon raLher Lhan a
[ob, Lhe auLhor has deslgned a
exlble yeL encompasslng Lool for
newly arrlved Leachers Lo Lhls
challenglng yeL noble career.
1he lnLroducuon ls done by
ur. 8ose Senlor, a knowledgeable and
experlenced educaLor wlLh greaL
lnslghL lnLo Lhe lnLrlcacles of novlce
Leachlng. Cne of Lhe greaLesL
challenges of Leachers ls how Lo
approach Lhelr sLudenLs, how Lo
lnsplre Lhem, and how Lo make sure
Lhelr Leachlng ls eecuve. ur. Senlor
menuons some ups and slLuauons new Leachers
wlll and musL face and how Lo approach Lhem.
She sLaLes: 1eachers wlLh a class-cenLered
perspecuve are governed by Lhe prlnclple of
lncluslvlLy whlch hlghllghLs Lhe lmporLance of Laklng
regular sLeps Lo ensure LhaL all sLudenLs feel
lncluded wlLhln Lhe overall class group and do noL
feel lsolaLed, osLraclzed, or unfalrly LreaLed (p. xlll)."
1hls ls a very lmporLanL prlnclple conslderlng Lhe
fear LhaL many sLudenLs show when Lhey come Lo
Lhe Lngllsh class. She goes on Lo glve sound advlce
on how Lo approach sLudenLs aL Lhe beglnnlng of
Lhe school year.
lurLher on she wrlLes: MosL newly Lralned
Leachers, however, soon learn LhaL Leachlng ls boLh
easler and more rewardlng lf Lhey replace a 'me
versus Lhem' mlnd-seL wlLh a class-cenLered one
LhaL places value on Lhe developmenL of classroom
relauonshlps (p.xlll)." She dlvldes pedagoglc lssues
and soclal aspecLs of language classes. 1hls ls very
lmporLanL ln a muluculLural and mulullngual
envlronmenL slnce we cannoL separaLe one from
Lhe oLher lf we wanL Lo reach our sLudenLs and be
eecuve ln our Leachlng.
1hls Leacher frlendly book ls a
poLpourrl of classroom openers,
follow-ups, closures, classlc acuvlues,
reecuons, and do's and don'Ls ln Lhe
classroom. 1he book provldes
lcebreakers, warmer, closer, classlc
acuvlLy, someLhlng Lo ponder, SLop
lL!," and 1op up" speaklng acuvlues.
lL glves Lhe reader a wlde varleLy of
cholces he/she can use and adapL ln
any lesson aL any ume. 1hese are
well-LhoughL acuvlues and ldeas Lo
lmplemenL, adapL, and evaluaLe.
Some are good guldellnes Lo conslder
when Leachlng ln order Lo avold
Lyplcal novlce mlsLakes.
Some ups conslder creaung
classroom rlLuals, encouraglng good
mlsLakes," Lo engage ln conunuous
professlonal developmenL and Lo share your
experlences wlLh oLhers. lL ls emphaslzed LhaL
Leachers bulld rapporL wlLh sLudenLs and learn Lhelr
names as soon as posslble. AnoLher lmporLanL
advlce ls Lo llnk Lhe Loplc Lo sLudenLs' llves as oen
as posslble. 1hls wlll make Leachlng more
meanlngful and aL Lhe same ume Leachlng Lhem llfe
1he lnLeresung pracucallLy abouL Lhese ups
ls LhaL Lhey are accumulauve-learnlng experlences
of Leachers. AL umes he poses rheLorlcal quesuons

1hls book ls an excellenL
professlonal resource, noL
only for novlce Leachers buL
also for experlenced LL1
P R T E S L - G R A M OCTOBER, 2014
Lo Lhlnk and ponder slLuauons LhaL need furLher
evaluauon and Lhlnklng. 1he lcebreakers are
lnLeresung and creauve. Warmers are follow-up
acuvlues Lo sumulaLe Lhe class Lo sLay focused on a
Loplc. Closers are acuvlues Lo summarlze and end
up Lhe lesson ln an acuve way. SomeLhlng Lo
ponder ls a reecuon LhaL usually beglns wlLh a
quesuon Lo make one Lhlnk furLher upon slLuauons
LhaL we Lake for granLed. SLop lL!" ls advlce or a
warnlng abouL pracuces LhaL should be avolded ln
Lhe classroom Lo be more eecuve. 1op-up
Speaklng" ls an acuvlLy Lo help sLudenLs be more
successful ln speaklng slLuauons.
1he acuvlues are exlble enough so Lhey
can be changed or adapLed. Some examples from
Lhe book are: under Classlc AcuvlLy - yramld
uebaLe-SLudenLs read abouL a problem. Lach
sLudenL wrlLes a soluuon, and Lhen Lhey work ln
palrs Lo agree whlch of Lhelr soluuons ls beuer.
nexL, Lhey work ln groups of four and agaln choose
Lhe besL. llnally, Lhere ls a class dlscusslon abouL
Lhe besL soluuon of all. AnoLher one LhaL ls qulLe
engaglng ls called someLhlng Lo ponder: WhaL's
Lhe general aLmosphere of your classes? WhaL klnd
of aLmosphere would you prefer Lo Leach ln? Come
up wlLh a few ways of changlng Lhe overall mood ln
Lhe class and use Lhem Lhls week."(p.28)
WhaL ls so lnnovauve abouL Lhls book ls lLs
[ournal formaL LhaL Lhe reader can wrlLe down hls
or her noLes, plans, commenLs, and reecuons ln
Lhe book. 1he book ends wlLh a secuon called,
More 1lps for new 1eachers", where oLher
collaboraLors glve good Leachlng advlce. 1he lnlual
quesuon posed by Lhe auLhor was: WhaL Lhree ups
would you glve a new LSL/LlL Leacher? Aerwards,
Lhere ls a secuon for Lhe reader Lo wrlLe down
commenLs and reacuons Lo Lhe ups oered by Lhe
collaboraung Leachers. 1hls secuon presenLs a
wealLh of ldeas, acuvlues, and food for LhoughL for
any Leacher. 1here are also suggesuons on
eecuve maLerlals for LL1 Leachlng.
AL Lhe end of Lhe book, Lhere are many
resources such as books, blogs, webslLes,
perlodlcals, weblnars, and organlzauons. 1hls book
ls an excellenL professlonal resource, noL only for
novlce Leachers buL also for experlenced LL1
P R T E S L - G R A M OCTOBER, 2014
Members benefits
Special rate for members to Regional Chapter Conferences
and Annual Convention
Professional Summer Institute for members only
Publish your articles in the PRTESOL-Gram or our website
Receive Professional Development contact hours
Elect and run for positions on PRTESOL Board
Scholarships and Awards
Reservation Date Line Extended to October 25
Octobr 25, 2014
P R T E S L - G R A M OCTOBER, 2014
k1LSCL Ca|| for Arnc|es
1he 81LSCL-Cram, publlshed by Lhe uerLo
8lco 1LSCL organlzauon, lnvlLes all lLs
members and Lngllsh Leachlng professlonals Lo
submlL wrluen works for Lhe 2013 edluons.
Cnly prevlously unpubllshed arucles on
Lngllsh-language Leachlng, Lheory, educauon,
research, essays, book revlews and shorL
creauve wrlung wlll be accepLed.
1he requlremenLs Lo submlL arucles are
!" All arucles musL be unpubllshed. 1he
auLhor commlLs Lo noL send Lhe arucle
Lo oLher publlcauons.
#" 1he arucle musL be no longer Lhan ve
pages long, double-spaced and musL
lnclude an absLracL.
$" 1he arucle musL be ln Lngllsh. lf Lhe
arucle ls ln Spanlsh, lL musL come wlLh a
LranslaLed verslon.
%" 1he arucle musL lnclude Lhe auLhor's
name, uLle, posluon, and brlef blo-daLa.
&" Arucles should follow AA or 1LSCL
CuarLerly sLyle.
'" 1he arucle musL be senL ln MSWord or
Mac ages.
(" 1he edlLors reserve Lhe rlghL Lo accepL
or re[ecL arucles submlued and Lo make
edlLorlal changes deemed necessary.
lor more lnformauon please conLacL Lhe
81LSCL edlLor aL
I m p o r t a n t E l e c t i o n
Shortly, you will be receiving
t he el ecti on bal l ot f or t he
election for the members of the
2015 Board with the information of the
corresponding candidates for each position.
This ballot should be returned by mail and
postmarked by November 1, 2014.
If you are unable to mail your ballot, please
feel free to bring it to the convention and
deposit it in the urn that will be located at the
regi strati on desk by 1:00 PM Friday,
November 14, 2014. Please be advised that
we will not have additional forms available.
Our candidates for this election are:
-Vice President:
-Dr. Rosa Romn Prez
-Higher Education Representative:
-Profesor Inocencia Nieves Muoz
-or Dr. Irma Rodrguez Vega
These candidates and PRTESOL need your
full support. Please take a few minutes to cast
your vote.
Remember that our organization is only as
strong as its members and the officers you
Thank you for your active participation.
P R T E S L - G R A M OCTOBER, 2014
Speak|ng the Same Language: Lecnve
Commun|canon and keach|ng Lng||sh
Language Learners
Eusebio Martinez, Jr.
Keiser University
LducaLors have a wlde varleLy of
responslblllues, values, and norms Lo uphold. ln
many schools, Lhere ls a dlverslLy of sLudenLs LhaL
Lakes on Lhe look of a mosalc. ln order Lo convey
any message or dlssemlnaLe any lnformauon Lo Lhls
breadLh of sLudenL populauon, faculLy members,
who lnclude Leachers, school counselors,
admlnlsLraLors, and oLher members wlLhln Lhe
learnlng communlLy, musL be eecuve
communlcaLors. 1hls ls especlally Lrue of large
comprehenslve schools wlLh a wlder varleLy of
sLudenL populauons.
Lng||sh Language Learners
Lngllsh Language Learners
(LLLs), referred Lo as LlmlLed Lngllsh
roclenL (LL) by Lhe lederal
CovernmenL, numbered over 23.2
mllllon people ln Lhe unlLed SLaLes
over Lhe age of ve, or 9 of Lhe LoLal populauon
ln Lhe year 2010 (Mlgrauon ollcy lnsuLuLe, 2011).
1he number of LLLs ln Lhe counLry grew by 80
beLween 1990 and 2010 (Mlgrauon ollcy lnsuLuLe,
2011). LLLsLLLs represenL over 3 mllllon sLudenLs,
or 10.7 of Lhe LoLal populauon, LhroughouL Lhe
unlLed SLaLes (Mlgrauon ollcy lnsuLuLe, 2010).
1hey speak a varleLy of languages and hall from
counLrles all over Lhe world. Cver 300,000 LLL
sLudenLs are dlagnosed wlLh a dlsablllLy
nauonwlde, 67 of whom are male (nCLLA, 2009).
Lecnve Commun|canon
Cf Lhe many ob[ecuves LhaL 8ogers and
larson (1993) poslL ln Lhelr descrlpuon of Lhe
acuve llsLener, a few are of parucular lmporLance
wlLh Lngllsh Language Learners. lor example, whlle
many faculLy members may noL undersLand Lhe
experlences of Lhe speaker, a good pracuce for Lhe
leader Lo employ ls Jemoosttouoq tespect fot tbe
speoket. When sLudenLs, lncludlng LLLs, feel Lhey
are belng respecLed, Lhey are more llkely Lo llsLen
when Lhe eecuve communlcaLor Lakes hls or her
Lurn Lo speak (8ogers & larson, 1993, as clLed ln
Creen, 2013, p. 134).
AnoLher sklll LhaL ls demonsLraLed by
eecuve communlcaLors ls llsteoloq wltb
seosluvlty. laculLy musL show a wllllngness Lo llsLen
Lo sLudenL concerns and be able Lo form posluve
relauons Lhrough acuon. Cne example of how
faculLy can separaLe Lhemselves from Lhose wlLh
poor communlcauon skllls ls wlLh regard Lo
undocumenLed LLL sLudenLs. laculLy members
musL undersLand Lhe parucular lssues LhaL arlse
from Lhe unlque seL of clrcumsLances
aecung Lhese sLudenLs. When a
faculLy member ls an eecuve
communlcaLor, he or she can llsLen Lo
Lhe concerns of LLL sLudenLs and
lmplemenL changes ln Lhe school Lo
allocaLe resources Lo asslsL Lhem.
romoung Lhls form of
communlcauon would adhere Lo
Clbbs (2007), who sLaLes, Cne way
for Lhe leader Lo become an acuve
llsLener ls Lo vlew communlcauon as a people
process raLher Lhan a language process" (clLed ln
Creen, 2013, p. 134). 1hls wlll lnsull condence ln
Lhe sLudenLs concernlng faculLy and promoLe LrusL
ln open communlcauon by all sLakeholders
knlppen and Creen (1994) speclfy four
lmporLanL Lechnlques of acuve llsLenlng exhlblLed
by eecuve buslness managers. 1here ls llule
doubL LhaL school admlnlsLraLors and oLher faculLy
serve as managers ln Lhelr occupauonal duues. 1he
Lechnlques lnclude testotemeot, sommoty,
tespooJloq to ooovetbol coes, and tespooJloq to
feelloqs (knlppen & Creen, 1994). kestotemeot
lnvolves acknowledglng whaL Lhe speaker has sald
by repeaung Lhelr uuerance durlng Lhe dlscusslon.
1hls Lechnlque wlll bulld condence ln Lhe speaker
When a f acul L y
member ls an eecuve
communlcaLor, he or she
can llsLen Lo Lhe concerns
of LL L s L udenL s a nd
lmplemenL changes ln Lhe
school Lo allocaLe resources
Lo asslsL Lhem.
P R T E S L - G R A M OCTOBER, 2014
LhaL he or she ls respecLed enough Lo be pald
auenuon and LhaL Lhe llsLener has a vesLed lnLeresL ln
whaL ls belng sald. 5ommoty allows Lhe llsLener Lo
capLure Lhe overarchlng messages of Lhe speaker by
rehashlng parucular key polnLs of Lhe conversauon.
1he llsLener can use Lhls Lechnlque Lo show Lhe
speaker he or she ls ln Lune wlLh Lhe dlalogue, and
also conrms LhaL Lhe llsLener ls llsLenlng eecuvely.
1he llsLener can be correcLed lf Lhere are any
elemenLs of communlcauon LhaL have been mlssed,
and eecuve communlcauon can conunue.
kespoose ls one of Lhe more lmporLanL
elemenLs of eecuve communlcauon. lor example,
respondlng Lo nonverbal cues allows Lhe llsLener Lo
monlLor Lhe mouons and Lendencles of Lhe speaker.
8espondlng Lo nonverbal cues can have cross-culLural
ramlcauons lf Lhe llsLener ls noL cognlzanL of Lhe
speaker's norms. AnoLher lmporLanL and oen
overlooked Lechnlque ls tespooJloq to tbe feelloqs of
Lhe speaker. rocesslng Lhe emouons ellclLed by Lhe
speaker ls paramounL noL only Lo eecuve
communlcauon, buL also Lo bulldlng rapporL,
esLabllshlng boundarles, and helplng Lhe speaker
when necessary. Among LLL sLudenLs, emouonal
expresslon ls varled due Lo culLural norms. 1here ls no
quesuon Lhe lmporLance of respondlng Lo emouons
cannoL be oversLaLed.
8arr|ers to Lecnve Commun|canon
1he complexlLy of communlcaung eecuvely
wlLh sLudenLs ls compounded when barrlers Lo sald
communlcauon are presenL. 1hls ls Lo say LhaL
everyLhlng should be done Lo prevenL Lhese barrlers
from lnhlblung proper communlcauon from
occurrlng. Such barrlers lnclude sLaLus dlerence,
semanucs, and lLerlng, Lo name a few (8arge, 1994).
CLhers lnclude culLural norms as Lhey perLaln Lo
nonverbal communlcauon and emouonal expresslon.
When communlcaung wlLh LLL sLudenLs, Lhese
barrlers can have dlsasLrous eecLs Lo acuve llsLenlng
and eecuve communlcauon.
Status D|erence
5totos Jl[eteoce ls an o-overlooked, buL very
lmporLanL barrler Lo eecuve communlcauon.
unforLunaLely, Lhe larger Lhe dlsparlLy ln sLaLus aL Lhe
school beLween faculLy members, Lhe more llkely
communlcauon wlll be hurL. 1hls does noL bode well
for populauons of sLudenLs wlLh speclal needs llke LLL
sLudenLs, for example, because addresslng Lhelr
needs becomes less of a prlorlLy or becomes muddled
ln Lhe mlscommunlcauon. More energy ls placed ln
Lrylng Lo undersLand Lhe sLudenL, aL Lhe expense of
brldglng any exlsung sLaLus gaps. 1o combaL Lhls,
8arLh (1990) suggesLs lnLerpersonal relauonshlps
beLween school counselors and faculLy be esLabllshed
and malnLalned.
When Lhe meanlng of a word or phrase ls
mlsundersLood by Lhe llsLener, Lhere ls an lssue of
semanucs. 1hls ls one of Lhe mosL lmporLanL elemenLs
of communlcaung wlLh LLL sLudenLs faculLy wlll
encounLer. uaLa from Lhe Mlgrauon ollcy lnsuLuLe
(2011) llsLs Lhe Lop Len languages spoken ln Lhe
unlLed SLaLes ln 2010. 1he llsL lncluded languages llke
Spanlsh whlch ls spoken ln many counLrles, wlLh
dlerenL language pauerns. Chlnese, wlLh lLs several
dlalecLs, ls nexL on Lhe llsL. vleLnamese, korean,
1agalog (hlllplno), 8usslan, and Afrlcan
languages" (whlch boasL any number of dlalecLs and
derlvauves) are also on Lhls llsL, addlng Lo lLs dlverslLy.
lL ls easlly seen LhaL semanucs are an lnLegral parL of
eecuvely communlcaung wlLh LLL sLudenLs. lL ls
vlLally lmporLanL LhaL faculLy make Lhe eorL Lo
undersLand Lhe culLural and llngulsuc underplnnlngs
of whaL ls belng sald Lo Lhem by LLL sLudenLs and
parenLs ln order Lo promoLe eecuve communlcauon.
1he relauonshlp beLween faculLy, sLa, and
sLakeholders can be lrreparably damaged lf Lhls area
of communlcauon ls noL addressed.
When faculLy wanLs Lo develop LrusL on Lhe
parL of sLudenLs and oLher lndlvlduals lnvolved ln
educauon, lL ls lmporLanL LhaL communlcauon remaln
open and honesL. lllLerlng, ln conLrasL, lnvolves Lhe
alLerlng of lnformauon by Lhe speaker. When an LLL
sLudenL communlcaLes wlLh a school omclal, Lhere ls a
hope LhaL LhaL person wlll reLurn honesL lnformauon,
no mauer how lL sounds. lL ls noL easy for LLL
sLudenLs Lo come forward wlLh lnformauon abouL
P R T E S L - G R A M OCTOBER, 2014
Lhelr personal llves, parucularly lf Lhey are
undocumenLed youLh. When faculLy can promoLe
open and honesL communlcauon wlLh no lLerlng of
lnformauon, Lhere ls an esLabllshed conunuum of
lnformauon LhaL goes unlmpeded. lL ls lmperauve
LhaL faculLy esLabllsh Lhls form of communlcauon aL
Lhelr school.
Nonverba| Commun|canon
Some of Lhe earllesL and mosL clLed work on
nonverbal communlcauon Lraces back Lo Charles
uarwln ln 1872 (erez, 2006). ln hls work, 1be
xptessloo of tbe mouoos lo Moo ooJ Aolmols,
uarwln seL Lhe sLage for cenLurles of research Lo be
done on Lhe Loplc. erez (2006) refers Lo research
sLaung LhaL 90 of all communlcauon ls nonverbal ln
naLure. oyaLos (1983) deLalls a Lheory behlnd such a
dlsparaLe use of verbal and nonverbal
communlcauon. 1hls work explalns communlcauon
Lhrough looqooqe (whaL ls sLaLed verbally),
potolooqooqe (Lone of volce, sounds, and anyLhlng
LhaL lnuences how someLhlng ls sLaLed), and
kloeslcs (movemenL, hand gesLures, posLure, and
physlcal mouon durlng speech) (oyaLos, 1983, p.

Lmonona| Lxpress|on
!usL as complex as nonverbal communlcauon,
processlng emouonal expresslon can provlde much
Lo conslder for Lhe school counselor. 8esearch has
been done Lo show LhaL emouons can be unlversal ln
naLure, buL are generally slLuauon-speclc, such as
wlnnlng or loslng a compeuuon (MaLsumoLo, ln
Wyer, Chlu, & Pong, 2009). ln general, however,
Lhere are many conslderauons LhaL school
counselors need Lo make Lo esLabllsh proper
sensluvlLy Loward Lhe emouonal expresslons of
sLudenLs of oLher culLures, lncludlng LLL sLudenLs.
noLable dlerences ln emouonal expresslon lnclude
Lhe followlng:
- Smlllng ls generally conveyed as a gesLure of
conLenLmenL or happlness. Powever, ln Chlna,
people may oen smlle when speaklng of
someLhlng uncomforLable or sad (ManagemenL
Sclences for PealLh, n.d.),
- negauve emouons (parucularly anger) are
absoluLely frowned upon ln 1hal culLure, where
expresslng such emouons ls consldered a dlsplay
of barbarlsm or rudeness, and

uuLch lndlvlduals rely on faclal expresslons Lo

convey and lnLerpreL emouons, whlle !apanese
lndlvlduals lgnore faclal expresslons and depend
on Lone of volce Lo deLermlne emouonal
expresslon (1anaka, A., kolzuml, A., lmal, P.,
PlramaLsu, S., PlramoLo, L., & de Celder, 8.,
undersLandlng Lhe rudlmenLary elemenLs of
eecuve communlcauon ls paramounL for faculLy Lo
be compeLenL pracuuoners wlLh Lngllsh Language
Learners (LLLs). Pavlng an awareness of culLural and
llngulsuc dlerences ls noL enough, eecuve faculLy
musL go furLher and esLabllsh proacuve means of
developlng compeLenL and sensluve llnes of
communlcauon wlLh LLLs. Addluonally, faculLy serve
as Lhe brldge beLween LLLs and Lhelr famllles and
Lhe school communlLy. Lducaung oLher sLakeholders
concernlng how Lo eecuvely communlcaLe wlLh
LLLs furnlshes a nurLurlng and encouraglng
envlronmenL for LLLs Lo express Lhemselves and
achleve ln Lhelr new surroundlngs. 1hls level of
supporL for LLL sLudenLs musL be a hlgh prlorlLy for
Lhe enure school populauon, and subsequenL LLL
success can be undersLood ln any language.
Arlzona Assoclauon for 8lllngual Lducauon. (n.d.).
ltoposluoo 20J. oqllsb looqooqe eJocouoo
fot cbllJteo lo pobllc scbool. 8eLrleved from
8arge, !. k. (1994). Leadershlp: Communlcauon skllls
for organlzauons and groups. ln 8. L. Creen,
ltocucloq tbe ott of leoJetsblp. A ptoblem-
boseJ opptoocb to lmplemeouoq tbe l5llc
stooJotJs (4Lh ed.). 8osLon, MA: earson.
Lducauon Commlsslon of Lhe SLaLes. (n.d.). A sotvey
of stote ll/5l fooJloq systems. 8eLrleved
P R T E S L - G R A M OCTOBER, 2014
from 8eLrleved from hup://www.ecs.org/
Clbbs, !. 8. (2007). uefenslve communlcauon. ln 8. L.
Creen, ltocucloq tbe ott of leoJetsblp. A
ptoblem-boseJ opptoocb to lmplemeouoq tbe
l5llc stooJotJs (4Lh ed.). 8osLon, MA:
Creen, 8. L. (2013). ltocucloq tbe ott of leoJetsblp. A
ptoblem-boseJ opptoocb to lmplemeouoq tbe
l5llc stooJotJs (4Lh ed.). 8osLon, MA:
PealLh, M. S. (n.d.). Noo-vetbol commoolcouoo.
8eLrleved from hup://erc.msh.org/
knlppen, !. 1., & Creen, 1. 8. (1994). Pow Lhe
manager can use acuve llsLenlng. lobllc
letsoooel Moooqemeot, 2J(2), 337.
MaLsumoLo, u. (2009). CulLure and emouonal
expresslon. ln 8. S. Wyer, C. Chlu, & ?. Pong,
uoJetstooJloq coltote. 1beoty, teseotcb, ooJ
oppllcouoos. new ?ork, n?: sychology ress.
Mlgrauon ollcy lnsuLuLe. (2010). ll lofotmouoo
ceotet foct sbeet setles. 8eLrleved from
Mlgrauon ollcy lnsuLuLe. (2010). 1op looqooqes
spokeo by oqllsb looqooqe leotoets
oouooolly ooJ by stote. 8eLrleved from
nauonal Clearlnghouse for Lngllsh Language
Acqulsluon. (2009). AccLLLeraLe! 1be
poottetly oewsleuet of tbe Nouoool
cleotloqboose fot oqllsb looqooqe
Acpolsluoo, 1(3), 8. 8eLrleved from hup://
new ?ork ClLy ueparLmenL of Lducauon. (2013). lolt
stoJeot fooJloq & scbool boJqet tesootce
qolJe. 8eLrleved from hup://schools.nyc.gov/
erez, l. (2006). nonverbal communlcauon ln Lhe
second language class. lotetoouoool Iootool
of leotoloq, 12(9), 283-293.
ovoLos, l. (1983). Language and nonverbal sysLems
ln Lhe sLrucLure of face-Lo-face lnLeracuon.
looqooqe & commoolcouoo, J(2), 129-140.
8ogers, C. 8., & larson, 8. L. (2001). Acuve llsLenlng.
ln 8. L. Creen, ltocucloq tbe ott of leoJetsblp.
A ptoblem-boseJ opptoocb to lmplemeouoq
tbe l5llc stooJotJs (4Lh ed.). 8osLon, MA:
1anaka, A., kolzuml, A., lmal, P., PlramaLsu, S.,
PlramoLo, L., & de Celder, 8. (2010). l feel
your volce: CulLural dlerences ln Lhe
mulusensory percepuon of emouon.
lsycboloqlcol 5cleoce, 21(9), 1239-1262. dol:
unlLed SLaLes ueparLmenL of Lducauon. (n.d.). 1ltle
lll - looqooqe losttocuoo fot llmlteJ oqllsb
ptofcleot ooJ lmmlqtoot stoJeots. 8eLrleved
from hup://www2.ed.gov/pollcy/elsec/leg/
P R T E S L - G R A M OCTOBER, 2014
What are the Common Core
State Standards?
8y 8osemary Morales urblna, Ld. u.
unllke Lhe no Chlld Le 8ehlnd (nCL8) AcL, a
governmenL-mandaLed law enacLed Lo ensure LhaL
sLudenLs ln every publlc school achleve lmporLanL
learnlng goals wlLhln 12 years," (?ell, 2010) Lhe
Common Core SLaLe SLandards (CCSS) orlglnaLed
from a sLaLe-led eorL organlzed by Lhe Councll of
Chlef SLaLe School Cmcers and Lhe nauonal
Covernor's Assoclauon Lo develop hlgh-quallLy
educauon sLandards. urawn on Lhe mosL lmporLanL
lnLernauonal models, Leachers from all levels,
parenLs, school admlnlsLraLors, experLs, and sLaLe
leaders also provlded lnpuL lnLo Lhe developmenL
of Lhe SLandards. 1he SLandards are based on
research and evldence and are allgned wlLh college
and work requlremenLs. 1hey are also rlgorous,
and lnLernauonally benchmarked (Common Core
SLaLe SLandards, 2010) (Swanson, 2013).
Powever, accordlng Lo a recenL uk/Callup oll,
62 of Amerlcans have never heard of Lhe
Common Core." ln addluon, Lhe oll reveals LhaL
Lhere are many mlsconcepuons LhaL hamper
undersLandlng and accepLance of Lhe SLandards
(Swanson, k. (2013). ln Lhls arucle, l wlll auempL Lo
clarlfy doubLs and answer quesuons sull pendlng ln
educaLors' mlnds.
1he CCSS lnLend Lo prepare sLudenLs for college
and careers. Lvldence shows LhaL more Lhan 3.6
bllllon dollars ls spenL annually on college remedlal
courses, mosLly because sLudenLs upon enLerlng
college and Lhe work force lack Lhe skllls and
compeLencles needed Lo be successful. 8y elevaung
Lhe currenL sLandards, Lhe Common Core proposes
Lo reduce Lhe oppresslve welghL on employers and
colleges (Swanson, 2013). lLs goal ls Lo end Lhe
fragmenLed sysLem of educauon across Lhe unlLed
SLaLes so LhaL sLudenLs can compeLe globally
(uonaldson & nlederberger, 2013).
As lndlcaLed by 1rouer (2014), Lwo leadlng buslness
groups are sLrongly backlng Lhe Common Core
SLaLe SLandards (CCSS). 1hey argue LhaL Lhls
educauon reform ls vlLal for Lhe u.S. Lo sLay
compeuuve ln Lhe global economy. ln CcLober, Lhe
u.S. Chamber of Commerce and Lhe 8uslness
8oundLable, boLh based ln WashlngLon, uC,
announced Lhelr lnLenuon Lo launch nauonwlde
adveruslng Lo promoLe CCSS. 8oLh groups have
long backed Lhe sLandards, whlch are currenLly
belng phased ln by 43 sLaLes and Lhe ulsLrlcL of
We know whaL ls noL worklng: Lo have sLandards
so low, [and] Lo be graduaung klds LhaL can'L read,"
sald Cheryl Cldham, Lhe vlce presldenL for
educauon pollcy aL Lhe u.S. Chamber of Commerce,
whlch represenLs Lhousands of buslnesses across
Lhe counLry.
Cldham sLaLed LhaL anoLher slgn of Lhe need for
more rlgor ln hlgh school ls LhaL, accordlng Lo a
2012 sLudy by Lhe nonproL CompleLe College
Amerlca, half of all undergraduaLes aL four-year
colleges and 70 percenL of communlLy college
sLudenLs musL Lake remedlal courses. ln addluon,
many college sLudenLs who Lake remedlal courses
fall Lo graduaLe. (1rouer, 2014)
ConcurrenLly, Lhe Common Core has been
endorsed by Lhe nauonal Lducauon Assoclauon,
Lhe Amerlcan lederauon of 1eachers, many
edlLorlal boards across Lhe counLry, and Lhe u.S.
ueparLmenL of Lducauon. Lducauon SecreLary Arne
uuncan remarked recenLly LhaL ln Lhe elghL sLaLes
wlLh Common Core sLandards ln place ln ume for
Lhls year's National Assessment of Educational
Progress (NAEP), readlng and maLh scores were
hlgher Lhan Lhey had been ln 2009. 1he lnluauve's
more rlgorous academlc goals have an obvlous
appeal Lo Lhe buslness communlLy, Cldham as clLed
ln 1rouer (2014), oplnes because Lhey conLrlbuLe Lo
economlc and workforce developmenL.
Accordlng Lo Lhe CCSS clLe, Lngllsh Language SLaLe
SLandards, Lhe SLandards seL requlremenLs noL
only for Lngllsh language arLs (LLA) buL also for
llLeracy ln hlsLory/soclal sLudles, sclence, and
Lechnlcal sub[ecLs. !usL as sLudenLs musL learn Lo
read, wrlLe, speak, llsLen, and use language
P R T E S L - G R A M OCTOBER, 2014
eecuvely ln a varleLy of conLenL areas, so Loo musL
Lhe SLandards speclfy Lhe llLeracy skllls and
undersLandlngs requlred for college and career
readlness ln muluple dlsclpllnes (Lngllsh language
arLs sLandards (2010).
8efore, wlLh Lhe nCL8 Leachlng pracuces, chlldren
dldnL have Lo Lhlnk. 1hey checked a box on a LesL.
now Lhey wlll have Lo show how Lhey know whaL
Lhey learned and geL credlL for demonsLraung Lhelr
Lhlnklng skllls. 1haLs a key elemenL of Lhe new
Common Core lnsLrucuonal
sLraLegles all school dlsLrlcLs
musL lmplemenL ln Lhe
2014-2013 school year,
accordlng Lo kaLhy on,
asslsLanL superlnLendenL for
lnsLrucuonal servlces wlLh Lhe
Merced CounLy Cmce of
Lducauon. She belleves lL ls an
opporLunlLy Lo elevaLe
lnnovauve Lhlnklng and
problem-solvlng skllls (?awger,
1he new Core SLandards are
more demandlng and focus on
hlgher-level analyucal Lhlnklng
Lhan pasL sLandards. 1hey move
cerLaln maLh concepLs ln
elemenLary school Lo lower
grades and call for more lnLense
readlng requlremenLs, whlch
lnclude a reLurn Lo phonlcs and
an emphasls on grammar ln Lhe
early grades (uonaldson &
nlederberger, 2013). Powever lL's noL [usL aecung
Language ArLs classes. 1he Common Core demands
for more readlng, wrlung and vocabulary work ln
soclal sLudles and sclence, as well (SmlLh Amos,
Popper asserLs LhaL educaLors musL recognlze 21sL
cenLury educauon sLandards ln a dlerenL way and
shl lnsLrucuon from a Leacher-cenLered Lo
sLudenL-cenLered approaches Lhrough lnqulry,
pro[ecL-based learnlng and eecuve use of
Lechnology" (?awger, 2013).
lorLy-ve sLaLes and Lhe ulsLrlcL of Columbla have
Laken on Lhe Common Core, whlch recommends
for fourLh graders a 30-30 spllL beLween readlng
cuon and noncuon ln Lhe Lyplcal sLudenL's school
day and requlres noncuon Lo comprlse 70 percenL
of whaL a sLudenL reads by senlor year (SmlLh
Amos, 2013).
Second source" ls more a [ournallsL's [argon Lhan
parL of a Leenager's everyday
vocabulary. noneLheless, wlLh
lnformauon so easlly avallable
Lhrough soclal medla, Lhe
lnLerneL and Lradluonal news
sources, educaLors say news
llLeracy, Leachlng sLudenLs how
Lo ldenufy credlble lnformauon
and good [ournallsm, ls
lncreaslngly lmporLanL (8ul,
Conformlng Lo Alan C. Mlller,
presldenL of Lhe news LlLeracy
ro[ecL and a ullLzer rlze-
wlnnlng [ournallsL who worked
as an lnvesugauve reporLer wlLh
Lhe Los Angeles 1lmes, ?ounger
sLudenLs mlghL feel LhaL all
lnformauon ls creaLed equally. lf
someLhlng ls puL on Lhe
lnLerneL, Lhey Lend Lo belleve
lL" (8ul, 2013). 1herefore,
Mlller's Maryland-based
nonproL organlzauon develops
lesson plans, acuvlues and currlculum for mlddle
and hlgh schools, Lo Leach sLudenLs Lo sorL facL
from cuon ln Lhe dlglLal age." SLudenLs learn Lo
ldenufy blas ln sLorles, dlscover whaL makes
sources credlble and verlfy lnformauon.
kaLhy on belleves educaLors should encourage
sLudenLs Loward hlgher-level Lhlnklng, so Lhey can
read aL hlgher and more complex levels, and be
able Lo masLer college LexLs and Lechnlcal
documenLs (?awger, 2013), such as more
Accordlng Lo 8obln Popper, asslsLanL
superlnLendenL ln Lhe LlvlngsLon unlon
School ulsLrlcL, Leachers roles are
changlng. 1eachers no longer are Lhe
sole keepers of knowledge Lo lmparL Lo
Lhelr sLudenLs, Popper amrms.
Chlldren Loday can nd lnformauon on
any sub[ecL wlLhln seconds vla Lhe
lnLerneL [and cellular phones]. A
Leachers [ob now ls Lo Leach sLudenLs
how Lo nd prlmary sources, crlucally
analyze Lhe vasL amounLs of
lnformauon ouL Lhere and Lhen apply
Lhelr new learnlng Lo useful, real-world
problems (?awger, 2013.
P R T E S L - G R A M OCTOBER, 2014
noncuon, lnformauonal LexLs (SmlLh Amos, 2013),
blographles and newsmagazlnes (uonaldson &
nlederberger, 2013).
lor example, Laurle Pelnrelcher, PampLons
currlculum dlrecLor, sLaLes LhaL Lhe new language
arLs currlculum wlll lnclude havlng Lhlrd-graders
read Lhe blography of 8oberLo ClemenLe, whlch ls
facL-based, and Lhen compare lL Lo a cuonal work
from Lhe same ume perlod. Also, on hlgh school
sclence and soclal sLudles papers, sLudenLs wlll be
graded on Lhelr masLery of grammar and senLence
sLrucLure as well as Lhelr knowledge of Lhe conLenL
area (uonaldson & nlederberger, 2013).
kaue lsaacs, a Leacher aL rlnceLon Plgh ln
Sharonvllle, ls plannlng lessons now LhaL wlll palr
noncuon works wlLh relevanL, classlc cuon ln
each lesson unlL. She sLaLes LhaL, 1he maLerlal ls
noL a drasuc shl for us. 1hese works are Lhe same
works colleges Lend Lo focus on and expecL Lhelr
sLudenLs Lo be able Lo analyze and undersLand."
karen 8eerer, a Leacher who runs ulscovery
Lducauon's Common Core Academles for
educaLors, poslLs LhaL, SLudenLs need Lo pracuce
readlng noncuon, especlally complex, Lechnlcal
wrlung, because lf Lhey geL a [ob or go Lo college,
chances are good noncuon readlng wlll be Lhe
bulk of whaL's requlred," (SmlLh Amos, 2013).
1wo sLudenLs ln lsaac's sophomore class sald
Lhey've already sLarLed Lo balance cuon and
noncuon readlng and Lhey llke lL, especlally Lhe
conLemporary arucles abouL sub[ecLs Lhey're
lnLeresLed ln. l llke readlng noncuon because you
geL Lo know whaL's acLually happenlng," sald
Crlsuna valdlva, a WesL ChesLer sophomore.
1eachers also wlll push sLudenLs Lo become more
engaged ln Lhe LexL, sLreLchlng Lhelr readlng levels
and showlng Lhem how Lo glean more Lhan [usL Lhe
facLs from Lhelr readlng. SLudenLs wlll geL more
ume Lo read, because Leachers wlll dlrecL Lhem Lo
read and reread passages Lo ferreL ouL key facLs
and meanlngs. lL's a process called deep readlng"
or close readlng." Common Core and llLeracy
coach for Clnclnnau publlc schools uanlelle
ankey-Wallace amrms LhaL, We're so used Lo
readlng sLorles and Lalklng abouL sLory elemenLs.
1hls ume we're golng Lo dlve deep lnLo
lnformauonal LexLs" (SmlLh Amos, 2013).
ArgumenLauve wrlung ls also emphaslzed ln Lhe
Common Core. SLudenLs learn Lo Lake a posluon
based on facLs and evldence (?awger, 2013). AL
WalL WhlLman Plgh School, where prlnclpal Alan
Coodwln rsL hosLed news LlLeracy rogram plloL
lessons, Coodwln sald he sees hls sLudenLs
applylng whaL Lhey have learned ln Lhe classes,
such as facL checklng, research, and uslng muluple
sources as Lhey wrlLe papers or make declslons ln
Lhelr everyday llves. lL helps sLudenLs undersLand
whaL Lhey should belleve and noL belleve and whaL
sorL of research Lhey should do," says Coodwln.
8ecause Lngllsh as a Second Language (LSL)
Leachers know Lhe process of acqulrlng a
language, LSL and sub[ecL Leachers aL Lhe
eLhnlcally dlverse mlddle school ln 8eaverLon,
Cregon are Leamlng up Lo dlscuss whaL learnlng
sLraLegles can be uullzed wlLh Lngllsh Language
Learners (LLLs ) ln llghL of Lhe CCSS adopLed by Lhe
sLaLe. 1hey have broken down Lhe concepLs and
analyzed and slmplled Lhe language Lo develop
sLraLegles LhaL all of Lhem can use Lo supporL LLLs
ln boLh conLenL and LSL classes. LSL Leachers are
now cenLral ln Lhls process as Lhey become
consulLanLs Lo oLher Leachers, slnce every slngle
Leacher ls now a Leacher of language and conLenL,"
sLaLes Clalre Sylvan, Lhe execuuve dlrecLor and
presldenL of Lhe lnLernauonals neLwork for ubllc
Schools, based ln new ?ork ClLy. 1hls lncludes
preparlng speclal educauon sLudenLs for Lhe rlgors
of Lhe Common Core Lo lnsure LhaL every sLudenL
upon graduauon wlll be ready Lo compeLe ln
careers as well as ln college (Maxwell, 2013).
Lvery sLudenL, wheLher a nauve Lngllsh-speaker or
a second-language learner, ls expecLed Lo engage
ln conversauon and dlscourse ln Lhe classroom,
read and undersLand complex LexLs, and make
eecuve oral and wrluen argumenLs, among oLher
hlgh-level language pracuces ln Lhe new sLandards
(Maxwell, 2013).
P R T E S L - G R A M OCTOBER, 2014
8oddle (2014), who works aL Lhe new vlcLory
1heaLer, rmly belleves LhaL Lhrough Lhe arLs
Leachers can fosLer sLudenLs' passlon for learnlng
whlle slmulLaneously fulll Lhe lmplemenLauon of
Lhe Core SLandards. LSL Leachers can lncorporaLe
LheaLer Lechnlques lnLo academlc unlLs and engage
sLudenLs lnLo creauve learnlng, enabllng Lhem Lo
deepen undersLandlng.
l belleve Lhe followlng Leachlng sLraLegy serves any
grade level and covers all language skllls,
noLwlLhsLandlng, for Lhlrd-Lo-h grade educaLors
who Leach a falryLale unlL or a book-of-Lhe-monLh
focus, 8oddle recommends acuvlues where
LheaLer can enllven llLeraLure. 1he example she
uses ls Lhe 8roLhers Crlmms 5leeploq 8eooty. 1he
ob[ecuves and goals ln Lhls 2-3 week lesson
lnclude: 1o:
1. explore Lhe LexL
5leeploq 8eooty
Lhrough dlerenL
LheaLer Lechnlques of
2. bulld lmaglnauon and
polnL-of-vlew skllls
Lhrough Lhe LheaLrlcal
convenuon 8lver of
3. make arusuc cholces Lo
compleLe Lhe nal
scenes of 5leeploq
8eooty uslng Lhe
LheaLer skllls explored.
1o sumulaLe prlor knowledge, 8oddle (2014)
suggesLs LhaL Leachers ask sLudenLs Lhese
quesuons for Lhe rsL ob[ecuve: Pow do you Lell
sLorles? WhaL Lechnlques do you use when Lelllng
sLorles ln your classrooms? SLudenLs wlll Lhen be
asked Lo keep Lhelr responses Lo Lhese quesuons ln
mlnd LhroughouL Lhe sesslon as Lhey acuvaLe and
adapL LexL by uslng dlerenL LheaLrlcal and deslgn
lor ob[ecuve number 2, 8oddle recommends
Leachers ask sLudenLs Lhe followlng quesuon:
WhaL do you Lhlnk Sleeplng 8eauLy dreams abouL
durlng 100 years of sleep? lor Lhe 8lver of
ureams," sLudenLs wlll reecL deeply Lo creaLe a
vlsual umellne of Sleeplng 8eauLy's dreams whlle
she sleeps ln her Lower.
llnally, WhaL Lechnlques dld we use Lo brlng Lhls
sLory Lo llfe? and WhaL do you know abouL Lhls
sLory LhaL you dldnL know before? are Lhe lasL Lwo
seLs of quesuons 8oddle advlses Leachers ask
sLudenLs for ob[ecuve number 3.
Accordlng Lo 8oddle (2014), Lhe acuvlLy descrlbed
above meeLs all of Lhe anchor Common Core
sLandards and provldes a creauve learnlng
envlronmenL for sLudenLs Lo make deeper
connecuons whlle bulldlng skllls LhaL young men
and women need ln Lhls new creauve economy.
She encourages Leachers Lo conunue ndlng ways
Lo use LheaLer Lechnlques and lncorporaLe oLher
arL forms ln Lhelr Lngllsh Language ArLs unlLs and
encourage educaLors Lo conunue lgnlung sLudenLs
passlon for Lhelr own learnlng.
(8rlu, 2013) sLaLes LhaL klds
grow and change over ume,
Lherefore, she asks
educaLors Lo conslder Lhls
one Lhlng LhaL remalns
conslsLenL ln our professlon,
and LhaL ls growLh.
She has found LhaL whlle
worklng wlLh Leachers across
Lhe counLry, mosL educaLors
are up for Lhe Lask of
lmplemenung Lhe Common
Core SLaLe SLandards (CCSS),
buL have expressed a sense
of faugue as yeL anoLher
lnluauve ls rolled ouL.
P R T E S L - G R A M OCTOBER, 2014
ln facL, Lhe Assoclauon for Supervlslon and
Currlculum uevelopmenL (ASCu) released a reporL
called lolfllloq tbe ltomlse of tbe commoo cote
5tote 5tooJotJs. Movloq ftom AJopuoo to
lmplemeotouoo to 5ostolooblllty LhaL ldenued
lnluauve faugue as one barrler Lo CCSS
lmplemenLauon (8rlu, 2013).
8rlu (2013) recommends for combaung Lhls faugue
ls Lo provlde Leachers wlLh resources LhaL
demonsLraLe how Lo allgn besL pracuces wlLh Lhe
new sLandards. Many Leachers have already Laken
acuon by readlng Lhe sLandards aL
www.coresLandards.org. 1here you wlll observe LhaL
Lhe sLandards are organlzed around bulldlng
sLudenLs' skllls over Lhe course of Lhelr academlc
career. 1he verucal allgnmenL of Lhe sLandards
supporLs Lhe use of ongolng formauve assessmenLs
LhaL monlLor sLudenL progress over ume. 1hus,
Lracklng sLudenL growLh over ume, lnsLead of
focuslng on one nal" LesL score ls favorable for
sLudenLs, parenLs, Leachers, prlnclpals, and schools.
8rlu (2013) belleves LhaL when presenLed wlLh an
engaglng and rlch currlculum LhaL focuses on
supporung academlc progress, noL one LhaL ls merely
a checkllsL for coverlng Lhe sLandards, research
shows LhaL sLudenLs grow academlcally. LducaLors
have Lhe power Lo shape sLudenL growLh over ume.
1he sLandards provlde whaL sLudenLs need Lo be
successful. 1eachers provlde Lhe how"Lhe
paLhway for geng sLudenLs Lhere. 1o LhaL end,
Leacher creauvlLy ls more lmporLanL Lhan ever,
amrms 8rlu.
8rlu (2013) recommends Laklng advanLage of Lhe
many free onllne resources LhaL provlde lesson
plans, arucles, and professlonal learnlng on Loplcs
llke LLL (Lngllsh Language Learners), CCSS,
dlerenuauon, and formauve assessmenLs. ASCu's
Lool ls a free onllne resource porLal LhaL
has maLerlals lnLended Lo bulld Leachers' knowledge
around Lhe Common Core sLandards, and for
secondary Leachers, Lhere are lnsLrucuonal resources
from Lhe LlLeracy ueslgn Collaborauve and
MaLhemaucs ueslgn Collaborauve.
As educaLors, we are all responslble for helplng our
parenLs and our communlLy undersLand overarchlng
ldeas abouL Lhe developmenL and lmplemenLauon of
Lhe Common Core SLaLe SLandards. When parenLs
and Lhe communlLy are well-lnformed abouL lssues
LhaL aecL educauon, Lhey are beuer able Lo
paruclpaLe ln Lhe democrauc educauonal process
(?awger, 2013).
l LrusL LhaL Lhe purpose of Lhls arucle Lo enllghLen
educaLors regardlng Lhe Common Core SLaLe
SLandards has been achleved. ln Lhe fuLure, lL wlll be
up Lo Lhe educaLors ln uerLo 8lco Lo adopL CCSS Lo
our reallLy. More lmporLanLly, however, ls our
commlLmenL Lo our sLudenLs whlle Lhey auend
school. Popefully, we wlll observe conunued
cognluve and emouonal growLh as we lnclude ln our
currlculum more noncuon works and lnformauonal
LexLs, elevaLed language pracuces, crlucal Lhlnklng
wrlung opporLunlues and hlgher order Lhlnklng skllls.
LeL all our sLudenLs be regarded as useful, educaLed,
and producuve cluzens when Lhey graduaLe from
hlgh school, enLer Lhe unlverslLy, or pursue Lhelr
professlons and careers ln Lhls dynamlc global
8oddle, C. !. (2014, !anuary 7). Common core ln
acuon: uslng Lhe arLs Lo spark learnlng.
Jotoplo. 8eLrleved from hup://
8rlu, S. (2013, !uly 3). Ctowloq wltb tbe commoo
cote stooJotJs. 8eLrleved from
8ul, L. (2013, Aprll, 13). Schools demandlng news
llLeracy lessons Lo Leach sLudenLs how Lo nd facL
amld cuon. 1be wosbloqtoo lost. 8eLrleved from
P R T E S L - G R A M OCTOBER, 2014
Common Core SLaLe SLandards. hup://
uonaldson, 8. & nlederberger, M. (2013, uecember
7). leoosylvoolo's cote stooJotJs olm
to qet stoJeots oo some poqe. 8eLrleved from
Lngllsh language arLs sLandards (2010). 8eLrleved
from hup://www.coresLandards.org/LLA-
Pallermann, S. (2013, uecember, 17). 1he role of 8L
ln maklng Lhe shl Lo common core.
Jotoplo. 8eLrleved from hup://
Maxwell, L. A. (2013, CcLober 28). LSL and
classroom Leachers up Lo Leach common core.
Jocouoo week, 33(10), 9-12. 8eLrleved from
SmlLh Amos, u. (2013, Aprll, 16). lo oot scbools.
commoo cote o mooomeotol sblf.
8eLrleved from hup://news.clnclnnau.com/
Swanson, k. (2013, SepLember 9). Jocouoq poteots
oboot tbe commoo cote. Oot tole.
8eLrleved from hup://smarLblogs.com/
1rouer, A. (2014, !anuary 14). 8lg buslness speaks
ouL for Lhe common core. 1be Iootool.
8eLrleved from hup://Lhe[ournal.com/
?awger, u. (2013, May 28). commoo cote cottlcolom
colls fot oew opptoocb. 8eLrleved from
?ell, M. L. (2010, !uly 20). 1be potpose of No cbllJ
lef 8ebloJ. 8eLrleved from
P R T E S L - G R A M OCTOBER, 2014
P R T E S L - G R A M OCTOBER, 2014
P R T E S L - G R A M OCTOBER, 2014
Friday, November 14, 2014
Registration 7:30 - 10:00 a.m.
Breakfast 7:30 - 8:30 a.m.
Exhibitors 8:30 - 4:30 p.m.
Opening Ceremony 8:45 - 9:30 a.m.
Plenary Speaker 9:30 - 10:30 a.m.
Dr. Patricia H. Hinchey
Concurrent Sessions I
10:40 a.m. - 11:40 a.m.
Lunch & Visit to Exhibitors
11:45 - 1:15 p.m.
Chapter Meetings 1:30 - 2:30 p.m.
Concurrent Sessions II
2:40 - 3:40 p.m.
Concurrent Sessions III
3:50 - 4:50 p.m.
Annual Business Meeting
& Raffle
5:00 - 6:00 p.m.
Social Gathering- Ticketed Event
7:00 p.m-12 Midnight
Saturday, November 15, 2014
Registration 7:30 - 10:00 a.m.
Breakfast 7:30 - 9:00 a.m.
Exhibitors 8:30 - 3:00 p.m.
Opening Ceremony 9:00 - 9:30 a.m.
Plenary Speaker 9:30 - 10:30 a.m.
Dr. Iris Ramer
Concurrent Sessions I
10:40 a.m. - 11:40 a.m.
Lunch & Visit to Exhibitors
11:45 a.m. - 1:15 p.m.
Concurrent Sessions II
1:30 p.m. - 2:30 p.m.
Concurrent Sessions III
2:40 p.m. - 3:40 p.m.
Concurrent Session IV
3:50 pm -4:50 pm
Tentative Schedule
Puerto Rico TESOL
Annual Convention
Convention at a Glance
P R T E S L - G R A M OCTOBER, 2014
Laureen A. Fregeau
Robert D. Leier
Social Justice and
ESOL Teacher Certification
University of South Alabama
Dr. Patricia Kingsley
Multicultural Common Core Standards:
White Spaces in the Decolonization
of Colorblind Education
University of the Southwest
Dr. Stephania N.
A leap from basic to advanced level of
competence in one year:
What made the difference?
Department of Education
Dr. Hillary K. Hyman,
Chinese Fortune Cookies & Native Speaker
Interviews: A Two Part Workshop
Middlesex County College in
Edison, NJ
Heidi Faust
Felix Burgos
Building Cross-Cultural Communities:
Classroom Activities and Discussions for
Creating a Culture of Respect
University of Maryland,
Baltimore County
Stephanie N. Brown The Power and Privilege on Teaching
School of International
Training, Williston, VT
Prof. Janet Kaback
Using Multiple Inteligences Activities to Aid
Student Learning
Newark Public Schools,
Middlesex Country College
Ixa Blanco Maldonado
Meeting the Writing Needs of Adult Non-
native Speakers of English at Hillsborough
Community College
Community College
Ana Mara Mistral What has Culture Got to Do with it? NJTESOL-Nube
Dr. Migdalia Cruz
Dr. John Hill
Its SIOP: Make It Comprehensible
for your Students
University of
the Virgin Islands
Husam Madkhali Conceptions of Teaching among ESL teachers King Saud University
Dr. Nicholas Dimmitt
Communicating Diversity for Success in the
Century Multicultural Workplace: An
Example from the UAE
Petroleum Institute
Prof. Juan Valdez
Why is English not Learned in
Dominican Public Schools
Professional Training Systems
Natalia de Cuba
(In) Civility in America: Academic and
Social Etiquette for Pre-College ESL
Nassau Community College
PRTESOL Annual Convention
November 14-15, 2014
Preliminary Workshop Menu
(many more to announce soon)
P R T E S L - G R A M OCTOBER, 2014
Prof. Ann Schroth
Prof. Anne Shaw
Prof. Geraldine
Communicating Across
Disciplines and Cultures
Johnson & Wales University
Debra Freedman Read the Labels Brooklyn College
Debra Freedman One World, Many Cultures Brooklyn College
Karen Lapuk
Connecting with All Students: Cultural and
Linguistic Competence in the ELD
Manchester Public Schools
Dr. Debra Josefson
Developing Self-Reflection
and Self-Assessments
Colorado State University
Faith Litchock-
Cultural Language Exchange-Empowering
Students Cross-Culture
Wentworth Institute of
Emily Harms
Kailey Mosca
Transforming Marketing into a Teaching
Tool: Using the Mix to Increase
St. Georges University
Dr. Debra Josefson
Resuscitating your Listening
and Speaking Classes
Colorado State University
Dr. Iris Ramer Speak Know: Multicultural Class Projects
Highland Park, New Jersey
Nicole M. Acevedo
Problem-Based Learning: Teaching
Non-Fiction to Work on Tolerance
Southwester Education
Society (SESO)
Jeimy M. Gonzlez
You G.O.! Graphic Organizers
in the Classroom
Sagrado Corazn University
Claudia C. Salinas
Differentiated Instruction
with Technology
P R T E S L - G R A M OCTOBER, 2014
P R T E S L - G R A M OCTOBER, 2014
Dont miss the wonderful
Exhibitors area. Thats
where youll find the
textbook, workbook,
resource material,
software, or hardware
youve been looking for:
Cambridge University Press
Cambridge College
Extron Electronics
First Hospital Panamericano
(Universal Health Services)
Houghton Mifflin Harcourt
Ken French Group
McGraw Hill
Pacific Learning
Pan American Academy
Charter School, Philadelphia
Poetry Out Loud
Require (ABC Corp)
Rourke Educational Media
School Improvement
Springfield Public Schools,
Caribe Hilton
Carvin Private School
Central Chapter Board
Eastern Chapter Board
Houghton Mifflin Harcourt
Pontifical Catholic University
of Puerto Rico
Turabo Caguas
Universidad del Este
New York Style Pizza
P R T E S L - G R A M OCTOBER, 2014
International TESOL Convention Portand, Oregon
Dr. Deena Boraire,
2014 TESOL President.
Prof. Edward Torres and team at the PRTESOL
Affiliate booth in Portland, Oregon.
Dr.Yilin Sun,
2015 TESOL
Edward Torres and Josu Alejandro
P R T E S L - G R A M OCTOBER, 2014
rof. 8ehab 8a[ab from 1LSCL Arabla
wlLh rof. Ldward 1orres
rof. 1orres co-presenLed a workshop on
Membershlp LngagemenL wlLh pasL presldenL
of Arabla 1LSCL rof. 8ehab 8a[ab
P R T E S L - G R A M OCTOBER, 2014
Dominican Republic TESOL
The Dominican Republic TESOL Annual
Convention at UASD University in Santo
Domingo. I am honored to have been part of
this excellent professional development event
as the afternoon plenary speaker.
My Dominican brothers and sisters treated me
so well, and they were so hospitable and
generous to me. Thank you so much. We, PR
TESOL, look forward to developing afliate
partnerships with DR TESOL.
P R T E S L - G R A M OCTOBER, 2014
Representatives of TESOL from Puerto Rico, two
past presidents on your left, Panama, Mexico
and Cuba at the Panama TESOL Congress.
At Universidad Latina de Panama
Central American and Caribbean
Basin TESOL Afliate Leaders at
the Panam TESOL Congress
P R T E S L - G R A M OCTOBER, 2014
1he reecuon for Lhe presldenL's
presenLauon "uslng Cames for Language
Learnlng" Sunday, SepLember 21, 2014, aL
Lhe anama 1LSCL Congress
1eresa 8lesLra, a uerLo 8lcan who llves and works
ln anam. She ls Lhe Lngllsh Academlc CoordlnaLor
aL unlversldad lnLeramerlcana de anam. She ls
from Cuaynabo, uerLo 8lco.
rof. Ldward 1orres addresses Lhe assembly of
Lhe CenLral Amerlca and Carlbbean 8asln
Colloqulum regardlng lnnovauve pracuces ln
Lngllsh Language 1eachlng ln uerLo 8lco.
P R T E S L - G R A M OCTOBER, 2014
rofess|ona| Deve|opment at Its 8est:
kem|n|sc|ng about the 1LSCL 2014
Internanona| Convennon & Lng||sh
Language Lxpo - ort|and, Cregon
ur. vlcLor 8. Culnones Cuerra
lnLer Amerlcan unlverslLy of uerLo 8lco, 8ayamn
kec|p|ent of the k1LSCL Award
for 1rave| to the 2014 1LSCL Convennon
1he clLy of orLland seL Lhe perfecL scene for
a professlonal evenL of over 6,000 Lngllsh language
educaLors. upon arrlval, one ls Laken by Lhe wonders
of naLure Lhrough lLs acres of plnes and Lhe heavenly
vlslon of ML. Pood ln Lhe dlsLance. Lven Lhough one
ls wlLhln a clLy, one cannoL fall Lo acknowledge lLs
unlque charm, as lf ln a close knlL communlLy.
Lxplorlng Lhe clLy was an advenLure. PlghllghLs
lncluded Lhe noLed lowells 8ooks. 1he booksLore ls
a dellghL for any avld reader, wlLh Lhousands of
books from abouL every genre lmaglnable. 1he clLy ls
also a gasLronomlcal goldmlne, known for lLs
numerous food Lrucks LhaL can sausfy one's deslre
for any Lype of food, glven Lhe wlde assorLmenL of
culslne. ln parucular, Lhe clLy ls home Lo vooJoo
uooqboots, whlch sells a varleLy of qulrky doughnuLs
LhaL are as dellclous as Lhey are creauve. 1he clLy's
shops downLown and lLs SaLurday MarkeL glve
people a nlce vlew lnLo orLland llfe. ln Lhese spaces
one can see Lhe locals go abouL Lhelr day under Lhe
raln, sLroll by Lhe rlver Lo wlLness Lhe splendor of Lhe
cherry blossoms, or explore Lhe numerous sLands aL
Lhe MarkeL Lo purchase orlglnal, locally made
producLs by arusans. All Lhese experlences bulld
greaL momenLum for Lhe momenL when one arrlves
Lo Lhe convenuon cenLer, a space lled wlLh greaL
posluvlLy and many opporLunlues for growLh.
AL Lhe convenuon l had Lhe opporLunlLy Lo
share my own work aL Lhe lecttoolc vllloqe ooJ
1ecbooloqy 5bowcose. LSL educaLors and Lechnology
experLs lled Lhe forum wlLh Lhe goal of
dlssemlnaung lnformauon abouL lnnovauve
Lechnologlcal Lechnlques, sLraLegles and Lools. l was
able Lo presenL Lhe plloL phase of a webslLe l
deslgned called Lhe Otol commoolcouoo webslte,
wlLh Lhe purpose of helplng sLudenLs develop Lhelr
speaklng skllls. 1he audlence was engaglng and
curlous abouL Lhe webslLe's deslgn and acuvlues.
1hey oered useful recommendauons for Lhe
lncorporauon of addluonal acuvlues, exerclses, and
Lools LhaL could help relnforce Lhe LargeLed language
skllls. l also had Lhe opporLunlLy Lo llsLen Lo oLher
speakers and learn abouL how Lhey are uslng varlous
forms of Lechnology llke soware, appllcauons for
moblle devlces, volce recorders, compuLers, LableLs
and smarL phones, Lo help Leach and relnforce
language skllls ln Lhe Lngllsh classroom.
8eyond Lhe lecttoolc vllloqe ooJ 1ecbooloqy
5bowcose, l was overwhelmed wlLh Lhe greaL
amounL of concurrenL sesslons of varlous Loplcs and
Lhemes. lL was dlmculL Lo plck one sesslon Lo auend,
wlLh so many greaL opuons Lo choose from. Lach
presenLauon was enllghLenlng and producuve. ln
order Lo beuer lllusLraLe Lhe dlverslLy and rlchness of
Lhe sesslons, lL ls only falr LhaL l reference a few. lor
lnsLance, Chrlsuna 8alley from Azusa aclc
unlverslLy and Mellssa ou from LLS 8erkeley
dellvered a sumulaung and lnLeracuve presenLauon
uLled lnnovauve and lnLeracuve sLraLegles for
Leachlng grammar and pronunclauon. 1helr
presenLauon focused on varlous Lechnlques for
Leachlng pronunclauon ln ways LhaL are easy for
sLudenLs Lo aruculaLe and dlscrlmlnaLe sounds. 1he
workshop was enLerLalnlng, as Lechnlques lncluded
Lhe placemenL of a pencll beLween one's LeeLh, Lhe
use of memory cards, and Lhe placemenL of a lolllpop
under one's Longue, all whlch help sLudenLs ln Lhe
producuon of Lngllsh sounds.
A more culLural and behavloral presenLauon
uLled ln(clvlllLy) uSA: Lecuve Academlc Luqueue
for recollege LLLs" was dellvered by naLalla de
Cuba 8omero and Ashely llfer from nassau
CommunlLy College. 1he sesslon focused on culLure,
euqueue and communlcauon Lo hlghllghL how one
can help sLudenLs develop awareness of proper
P R T E S L - G R A M OCTOBER, 2014
behavlor and communlcauon. 1helr
recommended sLraLegles lncorporaLed rules of
euqueue whlle developlng conversauonal,
readlng and wrlung skllls Lhrough a serles of
hands-on acuvlues LhaL help sLudenLs culuvaLe
posluve lnLeracuon among peers and faculLy ln
formal academlc sengs.
A Lechnologlcal presenLauon uLled
AnnoLaLed vldeos: Self AssessmenLs and eer
8evlews LhaL 8ulld lluency" was dellvered by
Llka krlsLonagy from ?ale unlverslLy. 1he
presenLauon focused on her use of annoLaLed
vldeos Lo help her graduaLe sLudenLs develop
greaLer awareness of llmlLauons ln Lhelr use of
Lngllsh. krlsLonagy explalned how she creaLed a
wlklspace LhaL allows sLudenLs Lo vldeo record
publlsh Lhe
and Lhen
abouL Lhelr
use of
Lngllsh. ln
addluon, Lhe
allows Lhem
Lo seek peer and faculLy feedback, where Lhese
have Lhe opporLunlLy Lo add annoLauons LhaL
help Lhe sLudenL make modlcauons or
correcuons ln Lhelr use of Lngllsh.
An arusuc presenLauon uLled 1he
ubllc ArL Walklng 1our" was dellvered by Clue
Maronde from Parold WashlngLon College.
Maronde dellvered a vlvld presenLauon abouL
her pro[ecL called 1he ubllc ArL 1our, Lhe LSL
way, where she glves educaLors and LSL
sLudenLs from all over Lhe world access Lo
Chlcago's masLerpleces Lhrough Lhe lnLerneL.
1hrough a vlsual approach, she shows us how
arL can serve as a sprlngboard for
communlcauon, helplng sLudenLs pracuce and
learn more Lngllsh.
LasL, buL noL leasL, Lhere was also uerLo
8lcan represenLauon aL Lhe convenuon. ur.
naoml vega and ur. !osue Ale[andro presenLed
Lhe resulLs of Lhelr research uLled Language
Shl Among uerLo 8lcan ?ouLh." 1helr
presenLauon hlghllghLed Lhelr ndlngs of a
poLenual language shl among uerLo 8lcan
adolescenLs. 1he resulLs of Lhe sLudy lllusLraLed
Lhe lmporLanL role LhaL medla, Lechnology and
popular culLure have ln mouvaung sLudenLs Lo
use Lngllsh wlLh greaLer frequency ln boLh
academlc and non-academlc conLexLs.
Cverall, lL
was my
LhaL Lhe
1LSCL 2014
& Lngllsh
Lxpo aL
orLland was
a success. LducaLors had an opporLunlLy Lo
dlsconnecL from Lhe husLle and busLle of
everyday llfe, enLer an lnLellecLual communlLy
Lo examlne Lhe challenges of Lhe professlon and
relgnlLe Lhelr passlon and enLhuslasm for
educauon Lhrough Lhe examlnauon of
lnnovauve Leachlng pracuces. ln sum, Lhls
year's convenuon has seL Lhe bar hlgh for whaL
ls Lo be expecLed nexL year aL Lhe 1LSCL 2013
lnLernauonal Convenuon whlch wlll be held aL
1oronLo, Canada. l encourage all readers Lo
auend nexL year's convenuon Lo Lake
advanLage of a cross-culLural and professlonal
experlence LhaL wlll lnsplre us.
P R T E S L - G R A M OCTOBER, 2014
res|dent: Pelvla Cuzmn
res|dent: Aldanelly Cruz
res|dent: Mlchelle
res|dent: 8osa Lmma
res|dent: Vacant
res|dent: Ar||nda Lpez
!"#$%&' "$)*&+,' -.,!#$"%
2014 Annua| Convennon and Lxh|b|t
November 14-1S
No one left behind:
Integrating Multicultural Perspectives
in the English Classroom
P R T E S L - G R A M OCTOBER, 2014
Puerto Rico TESOL Central Chapter Conference at Inter American University in
Guayama on August 30, 2014. Congratulations to the chapter president Aidanelly
Ortiz Tirado and her board for a successful event.
Aidanelly Ortiz and PRTESOL Vice President
Vivian Rivera Maysonet
P R T E S L - G R A M OCTOBER, 2014

8 1 L S CL Me L r o C h a p L e r
Conference Look place aL uewey
unl versl Ly, Mana Campus
SaLurday CcLober 4. aruclpanLs
en[oyed lnLeracuve workshops
L haL pr esenL ed successf ul
sLraLegles and Lechnlques Lo
provlde for sLudenLs wlLh speclal
needs and Lhe gled ln Lhe
l L was a very l nLeresung professl onal
developmenL acuvlLy. 1eachers from Lowns ln
Lhe norLhern parL of Lhe lsland were able Lo Lake
advanLage of Lhls opporLunlLy. 1he MeLro
ChapLer ls proud Lo be able Lo reach ouL for
Leachers ouLslde Lhe meLropollLan area and
share wlLh Lhem Lhe 81LSCL splrlL.
P R T E S L - G R A M OCTOBER, 2014
1he LasLern ChapLer worked arduously Lhls year 2014 Lo provlde lLs
members wlLh Lwo exqulslLe acuvlues for Lhelr en[oymenL and knowledge.
Cur rsL acuvlLy was glven on Aprll 12, 2014, wlLh Lhe Lheme "8runch
w|th us and have a Sp|ash".1hls fun acuvlLy Look place aL Aquuka ln Loza.
Several members Look Lhe opporLunlLy Lo share ln a safe envlronmenL full of
waLer sporLs. Pere we spoke of our ob[ecuves and goals as a chapLer. We
had a greaL ume!

uurlng Lhe summer of
2014 Pelvla Cuzmn,
Lhe LasLern ChapLer
resldenL, Look Lhe
Lask of golng Lo
V|eques and provldlng
resource books for Lhe
Lngllsh Leachers,
members of 81LSCL.

1he Lastern Chapter Annua| Conference 2014 was held aL Lhe
unlverslLy of uerLo 8lco ln Carollna. Cur Lheme for Lhe conference
was Clve a Spark Lo Lhe uark: Changlng erspecuves for Success".
Cur chapLer oered Lwo excellenL conferences. 1he rsL uLled
undersLandlng by ueslgn," Lhe new Lendencles of Lhe ueparLmenL of
Lducauon, presenLed by ur. llsa Lpez-valls and Lhe second
conference, a hands-on workshop, wlLh Lhe uLle, 1he A Cenerauon
and lLs Classroom Appllcauons," presenLed by rof. Mara Luna. 1he
Lwo conferences were a LoLal success embelllshlng Lhe paruclpanLs
wlLh new perspecuves for Lhe academlc year.
P R T E S L - G R A M OCTOBER, 2014
Puerto Rico TESOL
Teachers of English to Speakers of Other Languages
Website: puertoricotesol.org info@puertoricotesol.org

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