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MWIS Update & Call for Participation

  • 1.  MWIS Update & Call for Participation

    Posted 10-06-2021 01:37 PM

    Dear MWIS Members:

    First, for those of you who did, thank you for participating in the recent MWIS election. I appreciate your participation and confidence. Last week, the leadership team met to discuss the "State of the IS," covering what had been done over the past year, immediate needs and established some goals for move forward with greater strength. Several key goals were: 1) Collective Leadership, 2) Empowered Membership, and 3) Fill Empty Leadership Roles. 

    This message seeks you! As we move towards collective leadership and empowered membership, we need voices to give us direction and individuals willing to help carry us forward. We are looking for:

    1: Co-Editor, Newsletter – the newsletter publishes up to 14 items bi-annually. New co-editors will shadow the current co-editor this year and take the reigns in 2022-2023.  

    1. Community Manager – the community manager helps to keep the MWIS MyTESOL discussions active. This includes 1) periodic posting initiating discussions, 2) periodic prompting to promote posts, and 3) managing posts. Other MWIS Leaders help by posting concerning their roles and activities.
    2. Social Media Manager – the social media manager helps keep the MWIS Facebook and Instagram discussions active. This includes 1) periodic posting initiating discussions, 2) periodic prompting to promote posts, and 3) managing posts. Other MWIS Leaders help by posting concerning their roles and activities.

    We have discussed two ways to empower members through organizational and institutional intersections. It may be possible to have leaders take on these roles, i.e., innovative individuals looking for a platform to reach out to organizations and institutions to think about their needs and relationships with materials developers and materials development. We want to host webinars, panels, etc., that explore these relationships.  

    Of most immediate concern, the 2022 TESOL convention! MWIS will offer Academic and Intersection panel sessions. MWIS has agreed to collaborate with ICIS at an intersection on OER content adaptation (you will have seen that call). Soon you will see calls for the following panels:

    1. Academic session topics
      1. How Does Research Guide Materials Development (Alex)
      2. Inclusion of Social & Emotional Elements in Materials (Lisa)
      3. Including Practical Resource Evaluation in Student Workbooks (Taylor)
    2. Primary intersection topics
      1. Global Education
      2. Disabilities (UDI)

    Currently, we are diving into see which area garners interest. We encourage you to submit your ideas ASAP! To participate, you must be a TESOL (membership fee) and MWIS (free) member.

    Lastly, this MWIS is for you and thrives to the degree that you empower us to serve you. If you have ideas, suggestions, comments – please do not keep these to yourself or only confide in your friends about what you would like to see done! Act! Use your fingers to join the discussion, let us know; do it sooner than later. Let us hear your voice. Otherwise, we are forced to move forward blindly and ineffectively. Come forward and speak (write) boldly. MWIS is for you!

    All the best – we look forward to hearing from you!

    MWIS Leadership - C/O Alex Monceaux, MWIS Chair



    ------------------------------
    Alex Monceaux, Ed.D.
    Assistant Professor, Westcliff University
    amonceaux2002@yahoo.com
    Beaumont, TX United States
    ------------------------------


  • 2.  RE: MWIS Update & Call for Participation

    Posted 15-06-2021 04:28 PM

    Academic Session Topics

    How Does Research Guide Materials Development 

    Richards (2006) wrote in Materials Development and Research-Making the Connection that "In the field of applied linguistics, the activities involved in developing instructional materials and those working in second language research and the more theoretical areas of applied linguistics are often seen to have little connection.." Tomlinson (2012), suggests in Materials development for language learning and teaching that "in the last forty years materials development has progressed dramatically, both as an academic field and as a practical undertaking. We are now much more aware of the principles and procedures of materials development that are most likely to facilitate language acquisition and development and are much better at actually developing effective materials."  He points to four gaps in the literature: 

    1. The effect of different material types on language acquisition and development, 
    2. How to encourage teachers and learners to try new material types
    3. How commercial publishers can achieve face validity while introducing principled, innovative approaches 
    4. Approaches that help learners to develop their own learning materials

    These are just a few questions that seek to understand how materials developers integrate research in their processes; if you are confronting other challenges or addressing other questions, we are interested in reviewing those as well.

    If you would be interested in presenting on the Academic Session Panel on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)

    You can submit your proposal through this Google form.


    Social Emotional Learning in ELT Materials

    Social Emotional Learning (SEL), the process through which we develop the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions, is an integral part of education and human development. The inclusion of SEL in educational contexts has proven to affect both social emotional competencies and academic performance positively.

    TESOL Materials Writers Interest Section (MWIS) is looking for materials writers, editors, and publishers who can share with TESOL conference participants critical ways in which elements of SEL are included in ELT materials. Additionally, we welcome teachers who have experience incorporating SEL in their ESL/EFL classroom and can share how such materials support their students' social, emotional, and academic development. 

    If you would be interested in presenting on the Academic Session Panel, on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)

    You can submit your proposal through this Google form.


    Including Practical Resource Evaluation in Student Workbooks

    Getting students, especially those from different countries with different rules and cultural standards on plagiarism, to understand the importance of quality source integration and evaluation is a key challenge, such as academic writing skills. In addition, copyright, translation, and a host of other issues can get in the way of using sources effectively in the ESL and general classroom environment. Having practical resource evaluation standards is an important goal that requires a variety of approaches.

    Multiple topical ideas (questions to answer)

    1. How do we teach students to evaluate sources properly?
    2. How do we teach students to integrate sources correctly not to plagiarize?
    3. How do we navigate copyright issues for sources? 

    If you would be interested in presenting on the Academic Session Panel, on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)
    You can submit your proposal through this Google form

    ------------------------------
    Alex Monceaux, Ed.D.
    Assistant Professor, Westcliff University
    amonceaux2002@yahoo.com
    Beaumont, TX United States
    ------------------------------



  • 3.  RE: MWIS Update & Call for Participation

    Posted 16-06-2021 02:45 AM

       Hello Alex,   

      Thanks for the update and Call for Participation,
    and thank you so much for sharing: Tomlinson's review and ideas you refer to are impressive.
       E.g. his speaking of the importance of "localized" adaptation of materials; or HIS notion of 'authentic texts' (very interesting!), as well as a study he mentions, of different ESL teachers' attitudes to teaching materials "perpetuating cultural stereotypes" (and to whether or not to use such materials).

       By the way, that study illustrates, in particular, the difficulty of research on long-term effects of materials; or, as Tomlinson himself puts it: "How, for example, can you claim that it was a particular … book which was responsible for a measured long-term outcome and not the quality of the teaching, the rapport between teacher and class …" / the teacher's personality and teaching style," etc.  

       Well, what I personally liked most of all is Tomlinson's description of his favourite "text-driven approach, in which an engaging text drives a unit of materials … to activate the learners' minds in relation to the text." And I agree with him again, literature is certainly a fantastic source of such "engaging texts".

       Hope the article will help some of us to better develop materials, and some of MWIS members to prepare their proposals for the Academic Session Panel.

     

       Thanks for your post and Call for Participation!

    Best regards,

    Lala Sadykhova, PhD
    Moscow, Russia 



    ------------------------------
    Lala Sadykhova
    Russian Federation
    ------------------------------



  • 4.  RE: MWIS Update & Call for Participation

    Posted 17-06-2021 04:24 PM
    Hello Lala Sadykhova,

    Thank you for your thoughtful response. I can feel your passion in your response and enjoyed seeing how you connected with the call. I do hope that with such a thoughtful response, you have not stopped short, but that you are perhaps building from these ideas to submit a proposal!!

    You may also connect with the ICIS & MWIS intersection panel call concerning the importance of "localized" adaptation of materials, 'authentic texts' (very interesting!), and teachers' attitudes to teaching materials that perpetuate cultural stereotypes. That session looks at OER materials. But please do pursue these ideas!

    You may want to unpackage this idea you open up on  "the difficulty of research on long-term effects of materials." One question I have is, is that what a researcher or author is trying to do. Certainly, seminal works seek to impact the long term, but often, front face materials seek the immediate, based on cultural, social, exchanges to best connect with a particular learner set. But is there still a place for research and grounded theory in this?

    Hattie's work also really delves into Tomlinson's question, "How, for example, can you claim that it was a particular … book which was responsible for a measured long-term outcome and not the quality of the teaching, the rapport between teacher and class …" / the teacher's personality and teaching style," etc. But, I wonder to what extent we are seeking materials to teach over materials as the common connecting point to leap into knowledge and understanding from?

    This may lead to Tomlinson's "text-driven approach, in which an engaging text drives a unit of materials … to activate the learners' minds in relation to the text." I wonder if it is just "literature" that can exist as "fantastic, engaging texts," but that in context predicates the text; the best text is the one that is most accessible (physically, psychologically, cognitively, emotionally) to the learners at that moment.

    I hope others engaged with the article as you did, but I would encourage additional article exchanges - what other sources will help develop better materials better. Perhaps MWIS members can use these to prepare their proposals for the Academic Session Panel.

    ------------------------------
    Alex Monceaux, Ed.D.
    Assistant Professor, Westcliff University
    amonceaux2002@yahoo.com
    Beaumont, TX United States
    ------------------------------



  • 5.  RE: MWIS Update & Call for Participation

    Posted 17-06-2021 10:26 PM

    Hello Alex,

    Thanks for your reply; and, yes, I'm sure we might give more FEEDBACK (whether article exchanges, as you say, or … just responding to what other members post here, in myTESOL Lounge, and IS-s!); that could really help "develop better materials better".

    I would add: to better understand what we mean, writing our materials - or writing to each other, as, I'm afraid, 'to overlook is human'.  

    That's why I want to clarify some points too. To begin with, what I mentioned "concerning the importance of "localized" adaptation of materials, 'authentic texts' …, and teachers' attitudes to teaching materials that perpetuate cultural stereotypes" was actually my tribute to Tomlinson's review.  

    Next, as you "…wonder to what extent we are seeking materials to teach over materials as the common connecting point to leap into knowledge and understanding from?", I would not see these (materials to teach, and materials as the 'point to leap into knowledge') as opposed at all: making the materials to teach is to build scaffolding for LLs to develop their understanding. In practice, I don't think that a good teacher, who is inevitably a materials maker as well (even if not writing, but always adapting texts to and in contexts), seeks "the immediate … to best connect with a particular learner set" at a cost of materials quality; 'the particular' necessitates varied (particular) scaffolding rather than something just "immediate" for the sake of the best connection with 'the particular'. In grounded theory, it should be even more so than in practice, since as researchers we have more time and resources to consider potential variety of the target audience(s).  

    OK, meaning a really GOOD teacher, and a really GROUNDED theory. So, responding to your question, there's plenty of place for research in this.

    By the way, if you have a close look at that citation from Tomlinson's which I gave, he seems to put more emphasis, while writing on long-term effects of materials, on quality of materials in themselves ("and not the quality of the teaching, the rapport … , the teacher's personality and teaching style") rather than meant 'the long-term' as opposed to 'the immediate'; though, again, one (quality), here, includes another (longevity).

    And now, to the last point I want to clarify: certainly, it is not, as you wrote: " just "literature" that can exist as "fantastic, engaging texts"… ": I'm afraid you misread what I had written.

    It was: "I agree with Tomlinson: "literature is certainly a fantastic source of such "engaging texts"." Again, any good teacher/ materials writer precisely adapts literary texts (not necessarily simplifying them, like in grader readers, but taking some fragments, omitting, etc. – it depends on the LL's level and needs; to sum up, in context).

    So, thanks again for your reply; and I also hope the exchange can help!

     

    Best regards,


    Lala Sadykhova, PhD

    Moscow, Russia   



    ------------------------------
    Lala Sadykhova
    Russian Federation
    ------------------------------



  • 6.  RE: MWIS Update & Call for Participation

    Posted 22 days ago
    Hello Everyone,
    As we quickly approach the deadlines for the Academic and Intersection submissions, I would like to urge you to submit your proposals for review by July 10th.

    Here are the topics and form for your review again:

    Academic Session Topics

    How Does Research Guide Materials Development 

    Richards (2006) wrote in Materials Development and Research-Making the Connection that "In the field of applied linguistics, the activities involved in developing instructional materials and those working in second language research and the more theoretical areas of applied linguistics are often seen to have little connection.." Tomlinson (2012), suggests in Materials development for language learning and teaching that "in the last forty years materials development has progressed dramatically, both as an academic field and as a practical undertaking. We are now much more aware of the principles and procedures of materials development that are most likely to facilitate language acquisition and development and are much better at actually developing effective materials."  He points to four gaps in the literature: 

    1. The effect of different material types on language acquisition and development, 
    2. How to encourage teachers and learners to try new material types
    3. How commercial publishers can achieve face validity while introducing principled, innovative approaches 
    4. Approaches that help learners to develop their own learning materials

    These are just a few questions that seek to understand how materials developers integrate research in their processes; if you are confronting other challenges or addressing other questions, we are interested in reviewing those as well.

    If you would be interested in presenting on the Academic Session Panel on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)

    You can submit your proposal through this Google form.


    Social Emotional Learning in ELT Materials

    Social Emotional Learning (SEL), the process through which we develop the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions, is an integral part of education and human development. The inclusion of SEL in educational contexts has proven to affect both social emotional competencies and academic performance positively.

    TESOL Materials Writers Interest Section (MWIS) is looking for materials writers, editors, and publishers who can share with TESOL conference participants critical ways in which elements of SEL are included in ELT materials. Additionally, we welcome teachers who have experience incorporating SEL in their ESL/EFL classroom and share how such materials support their students' social, emotional, and academic development. 

    If you would be interested in presenting on the Academic Session Panel on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)

    You can submit your proposal through this Google form.


    Including Practical Resource Evaluation in Student Workbooks

    Getting students, especially those from different countries with different rules and cultural standards on plagiarism, to understand the importance of quality source integration and evaluation is a key challenge, such as academic writing skills. In addition, copyright, translation, and a host of other issues can get in the way of using sources effectively in the ESL and general classroom environment. Therefore, having practical resource evaluation standards is an important goal that requires a variety of approaches.

    Multiple topical ideas (questions to answer)

    1. How do we teach students to evaluate sources properly?
    2. How do we teach students to integrate sources correctly not to plagiarize?
    3. How do we navigate copyright issues for sources? 

    If you would be interested in presenting on the Academic Session Panel on this topic, we invite you to send a proposal for a 20-minute presentation by June 18, 2021. Your proposal should contain: 

    1. Name
    2. Email
    3. Affiliation
    4. Bio (50 words)
    5. Short Abstract: 75 words
    6. Detail Abstract: 200-300 words (Please include citations to ground your proposal in relevant scholarly materials.)
    You can submit your proposal through this Google form

    ------------------------------
    Alex Monceaux, Ed.D.
    Assistant Professor, Westcliff University
    amonceaux2002@yahoo.com
    Beaumont, TX United States
    ------------------------------