"TESOL Press is currently accepting responses to calls as well as unsolicited manuscripts. More information and the proposal form can be found by clicking on the Read & Publish tab on the TESOL webpage and then clicking on Information for Authors."
Farrell, Louis. (2015.06.23). 5 Useful Tips for International Students With Dependents in the U.S. Retrieved from http://www.usnews.com/education/blogs/international-student-counsel/2015/06/23/5-useful-tips-for-international-students-with-dependents-in-the-us
"Not only inside the university but after graduating when it comes to career options[,] the knowledge and fluency of English can be very helpful. Every professional job needs a good usage of English. To engage in international trade activities, to develop technical skills required in modern industries and for many other opportunities in developing the personal career, need the usage of English" (¶13, 2015.08.19).
Taiwan's Consumers' Foundation has called on local universities to take responsibility for improving English-language skills among their students, in view of the fact that a certain standard of English proficiency is a prerequisite to obtaining a degree.
The foundation urged the country's universities to help improve their students English proficiency by offering more training so that the students would not need to spend a fortune taking English classes at cram schools.
While many of the words and concepts of systems theory are new, systems thinking is not. Systems thinking is a way of looking at the world ecologically and holistically, where one focuses on patterns, connections and processes, and how seemingly separate things form coherent wholes.
Posted from Diigo. The rest of my favorite links are here.
Rajaendram and Khor (2015) quoted an open letter from "a group of prominent Malaysian" that embraced integrative motivation for developing English proficiency: "'[I]f we aspire to be more proficient in the language, we are only trying to be better citizens of the world'" (¶4). What a breathe of fresh air among all the integrative motives that articles like this one often highlight!
Rajaendram, Rebecca, & Khor, Ann-Marie. (2015, August 9). Speaking the global language. The Star Online, Education section. Retrieved from http://www.thestar.com.my/News/Education/2015/08/09/Speaking-the-global-language/
"An academic or scientific abstract should briefly and comprehensively summarise the contents of the paper it precedes. It should not contain information that is not present in the article and it should report, not evaluate, what can be found in the paper" (Abstract, ¶1, 2015.07.11).
"Education Ministry secretary general Tan Sri Madinah Mohamad said the future generations need to be equal or better in their English proficiency to compete in the rapidly changing globalised world" (Achariam, 2015).
Achariam, Timothy. (2015, August 6). Raising proficiency in English pivotal to next gen's future. The Sun Daily [Kuala Lumpur]. Retrieved from http://www.thesundaily.my/news/1512360
Tetzner suggested, "It is always best to choose a refereed or peer-reviewed journal because this means that the research articles published by that journal have been evaluated by scholars and researchers who specialise in the subject area" (¶2), and recommended, "Ulrich’s Periodical Directory, online access to which can be gained through most university libraries, … to determine whether a journal is peer reviewed" (¶2).
MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure — the resources, values, and affirmations that support faculty agency in experimenting with digital learning — has helped us create this context
This page provides an overview of the Abe Fellowship Program, its purpose and research agenda: "The Abe Fellowship Program Committee seeks applications for research explicitly focused on policy-relevant and contemporary issues with a comparative or transnational perspective that draw the study of the United States and Japan into wider disciplinary or theoretical debates" (Policy-Relevant, Contemporary, and Comparative or Transnational Research, ¶2) from eligible candidates every year by September 1st.
"Title: Persuasive letter about persuasive letters
Description: A letter which attempts to persuade the reader to write their own persuasive letter, and which highlights some of the main points to include.
Category: Primary English/Literacy > Non-fiction"
In Choong Sin Woon's first official speech as Deputy Education Minister, he intimated that Malaysia's once competitive business advantage "is now being threatened" by diminishing English proficiency of people in the region (The Star Online, 2015, ¶7).
Rajaendram, Rebecca. (2015, August 2). Master language to stay competitive, says deputy minister. The Star Online. Retrieved from http://www.thestar.com.my/News/Nation/2015/08/02/Chong-Embrace-English-Master-language-to-stay-competitive-says-deputy-minister/
Comforto (2015) explained how to identify open educational resources (OERs), listed a handful of places to start looking for them, and provided micro reviews of repositories for literature, math and science OERs, as well as videos, courses and textbooks. She included suggestions for appropriate use and re-use of OERs, and invited comments pointing out similar repositories or resources.
Comforto, Nicole. (2015, July 30). The Teacher’s Guide To Open Educational Resources [Web log post]. Retrieved from http://www.edudemic.com/guide-open-educational-resources/
In this blog post, Conti reiterated inadequacies in methods from previous posts about teaching listening to secondary-level additional (modern) language learners in the UK. He then outlined skills and conditions necessary for successful listening comprehension. As he enumerated practical implications of those skills for learning and teaching activities, he provided illustrative sequences of tasks that teachers could set for learners to help them develop their listening comprehension.
"As a classroom practice, deep listening requires that students witness their thoughts and emotions while maintaining focused attention on what they are hearing. It trains them to pay full attention to the sound of the words, while abandoning such habits as planning their next statement or interrupting the speaker. It is attentive rather than reactive listening. Such listening not only increases retention of material but encourages insight and the making of meaning.