ConnTESOL Annual Conference — Vendor Opportunities

Dear Educational Professionals,

The preparation for ConnTESOL’s annual conference is upon us. Attached you will find the form for this year’s opportunities for sponsorship and making contact with many professionals within the field of TESOL. Our keynote speaker is Dr. Michael Long, an expert in second language acquisition whose most recent book is a guide to understanding and implementing Task-Based Language Teaching (Long, Mike. (2015). Second Language Acquisition and Task-Based Language Teaching. Wiley-Blackwell).

This year’s conference is at 85 Sigourney Street, Hartford, Connecticut, on October 20th.

Please fill out the Vendor-Sponsor Form and send your payment to:


PO Box 4108

Hamden, CT 06514

We are looking forward to seeing you this year, and if you are returning, we appreciate your continued support.


William Thomas

ConnTESOL Treasurer

ConnTESOL Scholarship Applications Are Here!

ConnTESOL is pleased to announce that we are again able to offer scholarships for both adult and high school students planning on attending college.

All applicants must complete the application form as well as provide additional documents. The application deadline is April 30, 2018. Please click on the links below for additional information.

HS Scholarship 18

Adult Scholarship 18

Good luck! We look forward to reviewing your applications.

Teaching Writing to English Language Learners

Posted on behalf of NY TESOL
Teaching Writing to English Language Learners
Wednesday, June 14th and Thursday, June 15th 4:15pm-5:45pm  
SUNY New Paltz, Old Main Building, Room 238 
This three-hour inservice is sponsored by MHTC and is offered at no cost.
The Hudson Valley Writing Project (HVWP), in collaboration with the Mid-Hudson Teacher Center (MHTC), is delighted to offer a special two-session inservice for K-12 teachers on June 14 & 15, 2017. In these two experiential teaching workshops, teachers will gain innovative strategies that support English language learners in their writing and language development.
The Best Part of Me: Writing in the Integrated Co-Teach Classroom
Christine Kelton, ENL Teacher, Goshen Central School District
Using the mentor text, The Best Part of Me by Wendy Ewald, we will walk in the footsteps of students who tackled the language goals of present tense subject-verb agreement as well as complex sentences. Ewald’s book, graphic organizers, language frames, and a teacher model will guide us as we create our own “Best Part of Me” writing pieces. We’ll use photography, image editing, and Google Docs to blend art and technology to bring this project alive. We recommend bringing a laptop.
Supporting Bilingual Poets: How Translanguaging Builds Identity and Voice
Beth Clark-Gareca, Coordinator of TESOL Education, Dept. of Teaching and Learning, SUNY NP
Giving students opportunities to explore their own voices through writing is an important step in their identity development and literacy. In this workshop, we will explore how teachers can incorporate translanguaging into creative writing lessons for English learners. We will listen to and analyze several poems that incorporate translanguaging in their prose and then be introduced to three translanguaging poem templates, which we will use to create our own poems.
Date and time: Wednesday, June 14th and Thursday, June 15th from 4:15pm-5:45pm
Location: SUNY New Paltz, Old Main Building, Room 238
Fee: This three-hour inservice is sponsored by MHTC and is offered at no cost.
QUESTIONS? Contact Jacqueline Denu ([email protected])  (845) 257-2811

Call for proposals — Putting Research into Practice, Volume 1: Elementary Settings

Cross posted from another listserv. See Call for abstracts_Elementary PRIPfor full proposal guidelines.

Hi Everyone,

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.




 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 JournalTESOL QuarterlyEssential 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 ElementaryMiddle 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 QuarterlyTESOL JournalEssential 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.

Chapter Criteria

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)

Desired outcomes

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 .
  • 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.,

Associate Professor

Education Department

University of New Hampshire

62 College Road

Durham NH 03824

CT English Language Proficiency (CELP) Standards Information Session Powerpoint

The powerpoint presentation for this session is available for download. Click the link at the end of the post. Megan, thanks for sharing!

CT English Language Proficiency (CELP) Standards Information Session

Presenter: Megan Alubicki Flick, Bilingual/ESL Consultant CSDE

Audience: General

Room: Grand F

Connecticut is in the process of adopting English language proficiency standards to replace the CT ELL Framework.  This workshop will give an overview and discuss the guiding principles of the CELP Standards.  Participants will learn how navigate the document.  There will also be a discussion of linguistic supports for various levels and content areas that are aligned with the standards and are included in the CELP document.

Updates CELP Info sesssion 10.21.15