Call for Special Topic Proposals
The Journal welcomes proposals for special topics that are both timely and relevant to our readership.
The topics can be drawn from research and practice across the educational contexts (PK16).
Call opens: September 1, 2018
Call Closes: November 15, 2018
Selection process results: November 25, 2018
Schedule of special topic issues announced by December 1, 2018
Effectively Serving Children in a Superdiverse Classroom: Implications for the Early Education System
A webinar with
- Maki Park
Senior Policy Analyst and Program Coordinator, MPI
- KaYing Yang
Director, Programs and Partnerships, Coalition of Asian American Leaders
- Jie Zong
Associate Policy Analyst, MPI
- Margie McHugh
Director, National Center on Immigrant Integration Policy, MPI
Thursday, February 22, 2018
1:00 P.M. ET (New York, D.C.) / 12:00 P.M.. CT (Chicago) /
11:00 A.M. MT (Denver) / 10:00 A.M. PT (San Francisco)
Register here: (1-hour webinar)
As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. Although Spanish remains the most commonly spoken language among DLL families in most states, other minority languages have substantial representation in many school districts, cities, and counties. DLLs also span a wide range of races and ethnicities, countries of origin, levels of education, and migration histories. This “superdiversity” has important implications for early childhood education and care (ECEC) programs, schools, and other systems that face the challenge of building the capacity to effectively serve children with unique learning strengths and needs. And while a strong research base has proven the benefits of bilingual education models in supporting DLLs’ academic development, much less is known about effective strategies to serve these children in classrooms where multiple languages and cultures are represented, and no single non-English language is dominant.
This webinar marks the release of a new Migration Policy Institute report that provides an analysis of the diversity within the DLL population nationwide and at the state and local levels. The report also offers a closer look at three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees. This is the first in a series of three reports that will explore the implications of superdiverse contexts for ECEC programs and systems.
On the webinar, authors of the report will provide an overview of its findings and policy implications. This will be followed by reflections from KaYing Yang, Director of Programs and Partnerships at the Coalition of Asian American Leaders in Minnesota, who will discuss on-the-ground challenges and responses related to early learning service provision in superdiverse settings. Ms. Yang has built and led community development efforts nationally and globally for more than two decades, and previously served as Executive Director for the only national Southeast Asian American advocacy organization in the United States.
For more information call 202-266-1929 or email [email protected]
Posted on behalf of
Joanne R. White, Education Consultant
Connecticut State Department of Education Academic Office
We are currently registering K-3 teachers, including special education and EL teachers, for our comprehensive K-3 reading skills professional learning series.
Teachers and school literacy leaders who participate in ReadConn will have the opportunity to:
- develop pedagogical and content skills around K-3 literacy instruction;
- collaborate with teammates on planning and delivering explicit instruction to address students’ needs; and
- receive support from a professional learning community.
See below links for more information
Cross posted from another listserv. See Call for abstracts_Elementary PRIPfor full proposal guidelines.
I hope the summer is going well. I’m writing to share a call for abstracts for consideration in a new TESOL book project. Please share with colleagues and think about how you might contribute. Please feel free to contact me with any questions. I know many of our TEIS members work with classroom practitioners. This could be a great way to support their writing and make their work public. The focus of this particular volume is elementary settings.
CALL FOR PROPOSALS
ABSTRACTS FOR CHAPTERS DUE: September 15, 2016
Putting Research into Practice, Volume 1: Elementary Settings
Editor: Judy Sharkey, University of New Hampshire ([email protected])
TESOL Putting Research into Practice Series
Series Editor: Holly Hansen-Thomas
Scope and Purpose
The main goal of the series is to create new spaces for practitioner knowledge and engagement with TESOL research. As a professional community, we are interested in highlighting how TESOL practitioners direct their own professional learning through reading, questioning, interpreting and adapting research findings to and in their own contexts. The result will be a rich collection that adds to the overall knowledge base while also validating the critical role teachers play in TESOL’s overall mission to improve learning and teaching. The series will recast the great amount of TESOL material in TESOL Journal, TESOL Quarterly, Essential Teacher and other TESOL Press publications such as the English Language Teaching in Context series.
There will be four books in the series overall, and each book will have the same format. The books will be approximately 150-180 pages and will include 10-12 chapters dedicated to the content areas of mathematics, science, social studies, and English language arts, in Elementary, Middle School, and High School levels. There will also be a volume devoted to English as a Foreign Language, and it will be divided into three parts, primary, secondary, and higher education. Each volume will be foregrounded with an introductory chapter and will close with a concluding chapter. The series will be published in print, but lesson plans and other supplementary materials will be available for download on a website dedicated to the series.
Each book chapter in the series will be inspired by and connected to a published research article or chapter from TESOL Quarterly, TESOL Journal, Essential Teacher and/or other TESOL Press publications. We are particularly interested in receiving submissions that demonstrate how practitioners interpret and appropriately adapt research findings/implications to enhance teaching and learning in their contexts. For example, how one of the many excellent articles in the Fall 2015 Special Issue of TQ on Multimodality may have led to redesigning a fourth-grade science unit on the hydrosphere; or, how a particular chapter in the recently released TESOL Press volume, Social justice in English language teaching (Hastings & Jacob, 2016) inspired a team of teachers to develop lessons that address mandated standards and social justice*. So many possibilities! Finally, collaborations between and among practitioners and teacher educators/researchers are highly encouraged.
This series of books will be read by a wide range of participants in the TESOL community, including ESL/EFL teachers, content area teachers, program administrators, etc. Additionally, they could be used as course readings for language-teacher education programs and professional development of teachers of ELLs.
Experienced, novice, and nonnative English speaking teachers, administrators, researchers, and other educational professionals are encouraged to contribute to this series. The chapters will speak to the various educational profiles of students in diverse regions.
Submissions for Volume 1: Elementary
- Abstracts of 400- 500 words (excluding references) must be submitted via email to the volume Judy Sharkey by September 15, 2016 ([email protected])
- The abstract must include an overview of the chapter, the targeted concept or research finding to be illustrated (e.g., multimodality; identity texts; digital literacies, etc), brief description of the lesson and its context, and the complete citation of the original TESOL publication that inspired the lesson(s)
- Preference will be given to co-authorship that includes teachers/classroom practitioners and an academic researcher, and to lessons that the authors actually taught
- Decisions regarding abstracts will be sent to authors by October 15, 2016. Full chapters are due December 15, 2016.
The chapter must include
- a brief introduction to the chapter highlighting the focal topic of the research and lesson plan, and the context (e.g., type of school, overall student demographics, content area, language and grade levels of students, how it connects to a larger unit, marking period, or school year)
- 2+/- page synopsis of the original research article/chapter, including the original citation.
- 1-2 page rationale for choosing the research and creating a lesson based on the research. Consider how the article may have helped you understand a new concept or interpret a known concept in a different or deeper way. Feel free to identify a particular challenge in adapting the research for your contextual realities.
- A clearly written lesson plan that allows readers to “see, hear, be” in the context and follow the development of the lesson as it unfolds.
Grade/subject area (e.g., second grade, math)
Content and language objectives
Connections to appropriate standards (based on your context(s)
Students’ proficiency levels
Materials needed to carry out lesson
Duration of the lesson (it may be over several class periods)
Highlighted Strategies (research-based, appropriate for the ELL context)
Procedures: specific details regarding what the students will do during the lesson (practice/application)
Assessment/Evaluation [including any formative and/or summative assessment protocols and evidence of student learning]
(Lesson plan should include any visual components such as rubrics, worksheets, student work samples, etc., that illustrate the lesson/activity in practice)
- 1-2 page reflection/analysis that summarizes how the original TESOL research and your interpretation of it inform your practice and raise valuable questions for further research. If a teacher educator/researcher is a collaborator, he/she should include how the realities of classroom practice should inform research.
Additional Resources that can be housed on the TESOL website may include:
– Connections to Common Core State Standards, the latest version of the WIDA English language development standards, and the TESOL PreK-12 English Language Proficiency Standards (if applicable)
– Any interactive links
– Observation tools or guidelines to evaluate the lesson in practice
Specific Publication Guidelines
- 15-20 double-spaced pages, including references which will appear after each chapter (as opposed to the end of the book)
- Follow the chapter criteria listed above
- Follow APA style. For information on documenting sources in APA style, see http://owl.english.purdue.edu/owl/resource/560/01/ .
- Do not incorporate figures, photocopies of figures, etc. with the text; keep your art package separate (a full page of art equals about 480 words; half a page equals 240). Number your manuscript pages consecutively from 1 to the end.
- Do not justify right margins and do not divide a word at the end of a line.
- One inch margins all around
- Use bold or italics in your manuscript to identify where you want these used.
- Obtain permission for all materials borrowed from outside sources (copy write protected and any student work included)
All contributors will sign a release assigning copyright to TESOL.
Elementary volume timeline
September 15, 2016: Abstracts due to volume editor (400-500 words excluding references)
October 15, 2016: Authors receive feedback on abstracts and decisions regarding acceptance. Please note that invitation to submit a chapter does not imply acceptance in the volume.
December 15, 2016: Chapters due to volume editor
Feb 1, 2017: Notification of accepted chapters. Feedback and requested revisions sent to authors.
April 1, 2017: Revised chapter to volume editor
May 31, 2017: Final manuscript, ready for production, to TESOL Press
* These are two of many possible areas of focus. Authors should be guided by their needs and contexts.
–Judy Sharkey, Ph.D.,
University of New Hampshire
62 College Road
Durham NH 03824