This document is the August 2011 issue of the PRTESOL-GRAM newsletter. It provides information on the upcoming 38th annual PRTESOL convention, including profiles of the plenary speakers: Sharon Robinson, Paul Begley, and Martha Burns. The newsletter also features articles on using technology to teach oral production, turning traditional teaching methods on their head, Sharon Robinson's book "Testing the Ice", teaching tips, an upcoming conference calendar, and focusing on Latino student needs. The editor's corner provides a "first aid kit" metaphor for teachers to be prepared for the new school year.

1. P R T E S O L - G R A M! AUGUST 2011
PRTESOL-GRAM
A publication of the Puerto Rico Teachers of English to Speakers of Other Languages
38th PRTESOL Annual Convention and Exhibit
Plenary Speakers
Jackie,
Values,
and
Baseball
Sharon
Robinson
is
the
author
of
many
works
of
fic3on
and
nonfic3on.
She
has
wri7en
several
widely
praised
books
about
her
father,
baseball
legend
Jackie
Robinson,
including
Jackie’s
Nine:
Jackie
Robinson’s
Values
to
Live
By,
Promises
to
Keep:
How
Jackie
Robinson
Changed
America,
and
her
new
picture
book,
TesFng
the
Ice,
illustrated
by
Kadir
Nelson.
In
addi3on
to
her
wri3ng
career,
Ms.
Robinson
is
an
educa3onal
consultant
for
Major
League
Baseball.
In
this
capacity,
she
oversees
school
and
community-­‐based
educa3onal
Sharon
Robinson programs.
Ms.
Robinson
is
Vice
Chairman
of
the
Jackie
Robinson
Founda3on
and
serves
on
the
boards
for
the
Roberto
Clemente
Sports
City
Complex
in
Carolina,
Puerto
Rico.
Integra9on
of
Ethics
and
Values
in
the
Curriculum
Dr.
Paul
Begley
is
a
professor
of
educa3onal
leadership
at
Nipissing
University
in
Canada
and
execu3ve
director
of
UCEA
Center
for
the
Study
of
Leadership
and
Ethics.
He
was
a
full
professor
at
Penn
State
un3l
2009.
He
was
a
school
teacher
and
school
principal
before
working
at
the
university
level.
He
was
awarded
the
Master
Professor
Award
by
the
University
Council
for
Educa3onal
Administra3on.
The
UCEA
Master
Professor
Award
is
given
to
an
individual
faculty
member
whose
record
is
so
dis3nguished
that
the
UCEA
must
recognize
this
individual
in
a
significant
and
3mely
manner.
In
addi3on,
Dr.
Begley’s
teaching
and
research
interests
focus
on
all
aspects
of
school
leadership,
including
the
influence
of
values
and
ethics
on
school
leadership
Paul
Begley prac3ces.
Neuroscience
Applica9ons
to
Teaching
English:
How
Teachers
Build
Brain
Capaci9es
That
Reduce
Bullying
and
Drop-­‐
out
Rates
Dr.
Martha
S.
Burns
is
an
Associate
Adjunct
Professor
at
Northwestern
University
and
serves
as
a
Senior
Clinical
Specialist
for
Scien3fic
Learning
Corpora3on.
She
was
a
prac3cing
Speech-­‐Language
Pathologist
for
over
thirty
years.
Dr.
Burns
has
published
numerous
journal
ar3cles
and
three
books
on
the
neurological
basis
of
speech
and
language.
Dr.
Burns
is
an
engaging,
dynamic
and
well
organized
presenter
who
offers
cuZng-­‐
edge
informa3on
that
is
essen3al
to
today’s
prac33oner.
Her
special
talent
is
her
ability
to
take
complex
informa3on
and
present
it
in
a
Martha
S.
Burns clinically
meaningful
and
prac3cal
way.
! PAGE 1

2. P R T E S O L - G R A M! AUGUST 2011
The
mo7o
of
the
Boy
scouts
is
“Be
Prepared”.
As
the
month
of
Ed rn
August
approaches,
you
and
I
need
to
ito er
be
prepared
to
receive
our
new
students
Co
for
the
upcoming
school
year.
There
are
r ’s
PRTESOL-­‐Gram
some
important
items
that
should
be
in
your
Table
of
Contents
first
aid
kit.
Use
this
checklist
to
Editor’s
Corner:
A
First
Aid
Kit
for
make
sure
you’re
ready
to
start
Teachers.......................................2 school.
The
key
items
you’ll
need
to
Dr.
Josué
Alejandro,
be
ready
are
a
toothpick,
rubberband,
2011
PRTESOL
President..............
3
eraser,
gum,
chocolate
kiss,
bandaid,
pencil,
and
a
tea
bag.
You
may
ask,
“Why?”
Cheap
(and
free!)
Technology
That
Let
me
explain.
Makes
Oral
Produc9on
Fun
by
Andrea
Dabbs..........................5
Toothpick:
This
will
remind
you
to
dig
deep
to
find
Time
to
Turn
the
Table
the
hidden
talents
others
have.
by
John
Corcoran..........................8
Tes9ng
the
Ice:
A
family
Legacy
Rubber
bands:
To
remind
you
to
be
flexible
because
by
Sharon
Robinson......................8
people
and
things
aren’t
always
the
way
you
want
TEACHING
TIPS:
Random
words
them
to
be.
Prof.
Carmelo
Arbona,
Editor.......
9
Band
aid:
To
help
you
cure
those
Conference
Calendar...................9
hurt
feelings,
yours
or
of
others.
Focusing
on
the
Academic
Needs
of
La9no
Students
by
Manuel
Hernandez
Carmona..10
Pencil:
To
jot
down
every
day
all
the
blessings
you
receive.
Reducing
Avoidable
Errors
by
Hazel
Davidson........................12
Eraser:
To
remember
that
we
all
make
mistakes
To
Publish
Or
Not
To
Publish:
An
and
nothing
happens.
Ethical
Dilemma
For
Ac9on
Research
Teachers
by
Petra
E.
Avillan-­‐Leon..............14
Bubble
gum:
To
remind
you
to
s3ck
to
every
thing
that
takes
effort.
Persevere.
Coping
with
Coinages:
New
arrivals
in
the
English
Language
by
Dr.
Alicia
Pousada...................16 A
chocolate
Kiss:
This
reminds
you
that
Phone9c
Reading,
Or
Sight
everyone
needs
a
kiss
and
a
hug
daily.
Reading?
by
Vivian
Mayol
Kauffmann.........20 Finally,
the
tea
bag:
What
for?
To
take
some
3me…
to
Using
Emergent
Classroom
relax
and
make
a
list
of
all
the
nice
things
you
Situa2ons
as
Strategic
Learning
have.
Opportuni2es
while
Engaging
Students
in
Meaningful
Research
Remember:
to
the
world
you
maybe
only
Milagros
Marinez
ScheZni,
Ed.D.
&
somebody,
Richard
Román
Spicer,
Ed.D.........22 but
to
somebody
you
may
be
the
world.
! PAGE 2

3. P R T E S O L - G R A M! AUGUST 2011
PRTESOL
President’s
Message This
coming
semester
we
will
have
three
more
chapter
conferences,
in
August,
Northern
Chapter,
in
September,
Eastern
Chapter
and
Southern
Chapter
in
October.
Then
our
most
We
are
glad
that
we
can
provide
you
with
important
event
will
be
our
38th
Annual
the
second
issue
of
the
PRTESOLGRAM
before
the
Conven9on
on
November
18-­‐19
at
the
beau9ful
beginning
of
the
new
semester.
Hopefully,
you
will
and
spacious
Puerto
Rico
Conven9on
Center.
The
have
more
3me
to
read
this
issue.
It
has
many
expecta3ons
for
our
Conven3on
are
great.
We
have
interes3ng
ar3cles
about
ethics,
ac3on
research,
the
three
outstanding
plenary
speakers;
Sharon
most
recent
developments
in
the
English
language,
Robinson
(daughter
of
Jackie
Robinson)
educator
educa3onal
technology,
among
others.
and
author,
Dr.
Paul
Begley,
from
Canada,
Director
The
PRTESOL
Board
has
been
working
hard
of
the
Interna3onal
Center
for
the
Study
of
these
past
six
months
organizing
professional
Leadership
and
Ethics,
and
Dr.
Martha
Burns
an
development
ac3vi3es
for
our
membership.
The
expert
in
the
field
of
neuroscience
and
learning.
We
first
ac3vity
was
the
Southern
Chapter
Spring
will
also
have
60
concurrent
sessions
offered
by
Ins3tute
in
April;
a
great
success
in
terms
of
presenters
from
Puerto
Rico,
the
United
States,
the
organiza3on,
quality
of
workshops
and
recrui3ng
Virgin
islands
and
the
Dominican
Republic.
Many
new
members.
Then
we
had
the
Western
Chapter
exhibitors
with
the
most
up
to
date
educa3onal
conference
at
the
end
April
and
the
Metro
Chapter
materials
will
be
there.
We
invite
you
to
stay
at
the
conference
in
May,
both
events
were
also
very
new
Sheraton
Hotel
and
Casino
next
to
the
successful.
Our
last
ac3vity
of
this
period
was
the
Conven3on
Center.
Our
conference
par3cipants
Summer
Ins9tute
which
focused
on
technology
and
have
been
given
the
excep3onally
special
rate
of
was
held
at
UPR
Aguadilla.
This
ac3vity
gave
the
$139
plus
taxes
per
night
per
room.
par3cipants
the
opportunity
to
have
five
hours
of
Please
join
us
for
this
extraordinary
intensive
training
in
the
effec3ve
use
of
technology
professional
development
event
for
English
tools
for
their
teaching.
I
a7ended
the
higher
educators,
the
38th
Annual
PRTESOL
Conven9on
educa3on
workshop
offered
by
Dr.
Leonardo
Flores
on
November
18-­‐19.
Preregister
so
you
can
get
the
which
was
indeed
excep3onal
and
engaging.
best
rates
and
have
the
opportunity
to
par9cipate
One
of
my
goals
for
this
year
has
been
to
in
a
raffle
for
a
free
night
at
the
Sheraton
Hotel.
make
PRTESOL
more
visible
and
known
by
all
See
the
conven3on
centerfold
for
all
the
English
educators,
poli3cians,
and
society
in
general.
informa3on
and
forms
and
visit
our
website
for
We
have
been
distribu3ng
PRTESOL
promo3onal
more
details.
www.puertoricotesol.org
material
which
has
helped
us
make
new
contacts
in
May
God
bless
you.
different
places
and
ins3tu3ons.
At
the
beginning
of
this
month
we
went
to
the
legislature
where
we
Dr.
Josué
Alejandro,
distributed
the
PRTESOL
brochure
and
conven3on
poster
and
spoke
to
several
key
people.
We
s3ll
2011
PRTESOL
President
have
a
lot
of
work
to
do
in
order
to
make
PRTESOL
a
more
visible
and
respected
organiza3on
.
Please
join
us
in
this
effort.
! PAGE 3

4. P R T E S O L - G R A M! AUGUST 2011
TESOLGRAM is a periodical
service to English language
educators and administrators
published by
Puerto Rico TESOL,
P. O. Box 366828,
San Juan, PR 00936 -6828.
Newsletter Staff
Editor: Carmelo Arbona
Circulation: 1,000.
Articles on English-
language teaching, theory,
and education in general
are welcomed. Submissions
must be in MSWord format,
double-spaced, no longer
than five pages, and should
follow APA or TESOL
Quarterly style. All entries
are subject to editing for
style, space, and other
professional considerations.
Copyright Notice
Articles may be reproduced for
classroom use. Quotations up
to twenty-five (25) words are
permitted if credit to the author
and the TESOLGRAM are
included. In other situations,
written permission is required.
Dr. Josué
Alejandro,
President
PRTESOL
2011
Summer
Ins3tute,
UPR
Aguadilla
Electrify
your
Teaching:
Technology
in
the
Classroom
alejandroprtesol@gmail.com
Carmelo
Arbona,
Editor
The
Ins3tute
was
a
great
success!!!
Forty-­‐two
PRTESOL
members
aIended
this
tesolgrameditor@gmail.com excellent
professional
experience
of
hands-­‐on
technology
workshops.
! PAGE 4

5. P R T E S O L - G R A M! AUGUST 2011
Cheap
(and
free!)
Technology
between
the
real
world
and
the
That
Makes
Oral
ProducAon
Fun classroom.
Andrea
Dabbs PowerPoint
NarraAon.
ESL
Instructor/Trainer
Using
a
headset
with
a
microphone
www.writewiseconsul3ng.com built-­‐in
(approximately
$15.00),
you
can
create
listening
and
speaking
assessments
Looking
for
ways
to
increase
for
your
class.
Pair
it
up
with
Jing,
a
screen
authen3c
speaking
opportuni3es
for
your
capture
soSware
from
Techsmith.com
students?
With
a
video
camera,
free
(hIp://www.techsmith.com/download/
soSware,
and
a
set
of
headphones
with
a
jing),
and
you
have
the
capacity
to
record
microphone,
you
can
set
up
a
classroom
non-­‐readers
because
the
students
are
able
rich
in
authen3c
oral
assessment
that
is
to
listen
and
repeat.
fun
and
easy
to
manage.
When
anxiety
is
The
set-­‐up
is
fairly
simple.
Create
a
low
and
excitement
is
high,
your
ESL
PowerPoint
slide
show
with
words,
assessments
won’t
feel
like
assessments
at
sentences
or
reading
passages.
You
can
all.
design
it
to
your
liking.
ASer
it
is
created,
With
a
small
amount
of
prepara3on
using
the
microphone,
record
whatever
you
can, oral
components
you
wish.
Dummies.com
• Lower
students’
affec3ve
filter, has
a
great
online
video
that
explains
the
• Use
dynamic,
not
sta3c,
tools
to
h o w -­‐ t o
a t
h I p : / / y o u t u . b e /
create
forma3ve
assessments QZp3jumnWUg.
• Provide
a
real,
authen)c
audience
for
students
How
to
use
this
in
classroom?
The
• Collect
data
for
oral
produc3on
possibili3es
are
endless.
skills
Students
can
listen
and
read
aloud
with
the
text
or
simply
listen
and
repeat.
Why
these
two
tools?
Not
only
are
For
reading
prac3ce,
students
can
record
they
cheap,
but
they
are
also
immediately
themselves
reading
what
the
instructor
important
to
students
of
all
ages.
has
wriIen
on
the
slides.
They
simply
PowerPoint
is
the
industry
standard
in
the
save
the
narra3on
and
the
instructor
can
business
world.
Medical,
business
and
law
listen
back
to
it
later.
As
students
advance,
offices
world-­‐wide
use
MicrosoS
Office
they
can
create
their
own
sentences
or
products.
Addi3onally,
many
students-­‐-­‐ stories
and
record
their
own
narra3ons
as
especially
adults-­‐-­‐
are
using
video
cameras
well.
with
their
families.
It
is
a
perfect
meld
! PAGE 5

6. P R T E S O L - G R A M! AUGUST 2011
Listening,
speaking
and
recording
teachers
can
use
a
variety
of
techniques
themselves
takes
the
pressure
off
of
to
encourage
students
to
speak
in
students
to
perform
in
a
more
anxiety-­‐ English.
Digital
cameras
come
with
a
filled
seeng,
such
as
in
front
of
the
class.
video
op3on
for
short
clips
and
digital
For
some
students,
even
having
the
video
cameras
can
be
purchased
for
as
instructor
in
the
background
can
be
liIle
as
$60.00.
cause
for
concern.
Headphones
provide
Monitoring
oral
produc3on
for
ESL
a
sense
of
privacy
for
many
students
and,
students
can
be
tricky.
When
students’
thus,
reduce
any
extra
stress. perform
speeches,
public
speaking
anxiety
can
nega3vely
influence
their
Students
who
need
oral
prac3ce
English
produc3on.
There
is
less
anxiety
but
cannot
read
can
s3ll
use
the
tool.
when
performing
in
front
of
a
video
The
instructor
records
the
narra3on
and
camera,
as
opposed
to
these
more
the
student
listen
and
repeats.
Need
to
tradi3onal
“speeches”
in
class.
For
ESL
grade
it?
Pair
this
up
with
screen
students,
you
are
more
likely
to
get
an
capture
soSware
to
listen
to
their
authen3c
assessment
of
their
fluency
responses.
Several
students
can
do
this
and
grammar
skills.
in
a
40-­‐minute
class
period.
An
easy
way
to
get
started
with
ESL
students
of
any
level
is
to
film
Do
you
want
pronuncia3on
students
reading
their
wri3ng
or
prac3ce?
Add
a
web
camera
to
the
answering
a
ques3on.
These
projects
computer,
and
students
can
prac3ce
require
virtually
no
edi3ng,
and
cheap
ar3cula3on
points
on
their
own.
No
and
easy
soSware
such
as
Windows
“remembering
what
was
said”
needs
to
Movie
Maker
make
it
into
a
movie
in
happen—it
is
right
there
on
the
minutes.
computer
to
listen
back
to.
Also,
it
can
Beginning
and
Intermediate
ESL
be
graded
outside
of
class,
freeing
class
students
can
begin
videos
with
learning
3me
for
instruc3on.
Saving
students
oral
and
reci3ng
nursery
rhymes.
This
produc3on
provides
a
quick
and
easy
provides
prac3ce
with
rhyming
words,
digital
porkolio
of
oral
produc3on.
Data
word
endings,
past
tense
verbs,
collec3on
for
individual
students
as
well
ques3ons
and
tag
ques3ons.
Tongue
as
the
en3re
class
can
be
done
quickly
twisters
provide
pronuncia3on
prac3ce
and
accurately. with
voiced
&
unvoiced
sounds
and
other
commonly
confused
beginnings
Video
Cameras. and
endings.
V i d e o
c a m e ra s
p r o v i d e
a n
As
students
advance,
so
can
the
u n l i m i t e d
re s o u rc e
fo r
c re a 3 n g
projects.
How-­‐to
projects,
informa3onal
assessments.
With
very
liIle
“training”,
v i d e o s
a n d
p u b l i c
s e r v i c e
! PAGE 6

7. P R T E S O L - G R A M! AUGUST 2011
announcements
will
give
students
the
Name
your
equipment.
People
take
opportunity
to
not
only
speak,
but
also
care
of
pets,
not
things.
write
and
read
in
English.
All
technology
in
my
classroom
is
Grading
is
much
easier
and
named
and
introduced
as
a
pet.
We
talk
convenient.
As
opposed
to
tradi3onal
about
each
item
and
what
it
needs
to
be
speaking
assessments,
you
have
the
safe,
healthy
and
happy.
Introduce
the
opportunity
to
use
the
videos
in
two
idea
of
personifica3on.
They
name
the
ways.
First,
grade
what
you
are
seeking.
items
and
check
them
daily
to
make
sure
Second,
collect
data
that
will
drive
your
they
are
s3ll
“healthy.”
Students
would
next
set
of
lessons.
For
example,
if
the
never
drop
a
puppy
on
the
ground;
they
target
language
for
an
assignment
is
to
should
carry
a
video
camera
or
laptop
listen
to
students
ask
each
other
about
computer
with
the
same
deference.
It’s
their
favorite
food,
you
can
listen
to
the
a
liIle
“cutsey”
but
it
works!
ques3ons
and
answers.
In
those
answers,
you
will
catch
any
grammar,
Teach
nego6a6on
language
and
require
syntax
or
pronuncia3on
mistakes
that
them
to
use
it.
you
need
to
address
with
your
students.
Inevitably,
you
will
come
across
These
mistakes
may
not
have
been
groups
of
students
who
do
not
work
well
caught
“in
the
moment’
with
more
together.
The
older
the
students,
the
tradi3onal
oral
assessments.
more
cri3cal
it
is
to
teach
them
how
to
nego3ate.
Adults
in
the
“real
world”
Classroom
management
Aps: must
work
together
on
projects.
Let
students
do
a
small
project
before
Nego3a3on
in
English
requires
advanced
you
do
much
instruc6on.
social
language
and,
in
many
cases,
Students
are
ready
and
oSen
think
understanding
the
subtle
subtext
of
themselves
able
to
use
technology
on
language.
their
own.
Un3l
they
have
had
a
chance
Technology
projects
should
not
be
to
get
their
hands
on
the
equipment,
frivolous,
extra
ac3vi3es.
They
can,
and
they
are
not
doing
much
listening.
ASer
should,
be
language-­‐rich
and
authen3c.
the
fact,
the
instruc3on
can
be
tailored
Keeping
the
language
forms
and
to
fit
what
students
don’t
know.
It
func3ons
available
for
students
at
all
provides
students
with
some
confidence
3mes
will
keep
them
on
task
and
make
in
themselves
and
authen3c
learning.
any
project—video,
digital
or
on
the
Plus,
there
may
be
students
with
a
great
computer—connected
to
your
TESOL
deal
of
knowledge
that
can
act
as
standards
and
provide
students
with
mentors
during
these
projects. invaluable
learning
tools.
! PAGE 7

8. P R T E S O L - G R A M! AUGUST 2011
Time
to
Turn
the
Table
by
John
Corcoran
Some
of
you
may
think
I
am
old. I
did
not
learn
to
read
as
a
lad
of
eight.
But,
in
my
mind
I
don’t
think
I
am
old. I
learned
to
read
as
a
man,
of
forty-­‐eight,
When
it
comes
to
reading
I
am
bold, And
I
have
to
say
that
was
great.
Or
so
I
have
been
told. But,
don’t
you
think
a
man
that
learned
at
forty-­‐
And
perhaps
I
am
bold,
eight
Because
I
know
my
people
need
to
be
told. Could
have,
should
have
learned
at
eight.
And
wouldn’t
that
have
been
great.
It’s
true
a
teacher
can
never
really
succeed,
Without
teaching
their
students
to
read. I
was
glad
and
not
mad.
A
student
can
never
ever
really
succeed, But
I
must
admit
I
am
sad.
Un3l
a
student
knows
how
to
read They
s3ll
call
us
learning
disable.
A
fact
no
one
should
ever
concede, But
we
can
learn;
we
are
able.
That
we
can
and
need
to
learn
to
read. Perhaps
is
3me
to
turn
the
table.
Call
it
what
it
is,
teaching
disable.
Street
smarts
and
an
observing
eye
may
get
you
by,
But
inside
we
know
most
of
it
is
a
lie. Forget
about
the
shame
and
stop
the
blame.
Without
out
a
full
deck
I
played
a
good
game. Cut
the
cards,
it`s
a
new
game,
But
in
the
game
of
life
I
always
felt
lame.
We
know
we
are
learning-­‐able
You
need
the
full
deck
to
play
your
very
best, It’s
3me
to
STOP
using
the
lable
“Learning-­‐Disable”.
Reading
the
printed
page
is
your
best
bet
to
pass
It’s
up
to
you
;
it’s
your
deal.
Are
you
able?
the
test.
Speech Title/Synopsis -
Testing the Ice: A family Legacy
by Sharon Robinson
From midwife to author and educator, Sharon Robinson learned the delicate art of risk taking from her
famous parents, Jackie and Rachel Robinson. In 1947, Jackie Robinson shattered Major League
Baseball’s color barrier. Today, he still holds the record for number of times he stole home during his
famed ten years with the Brooklyn Dodgers.
Building on this legacy of courage, Ms. Robinson partnered with Major League Baseball and
Scholastic to develop Breaking Barriers: In Sports, In Life, a national character education program.
Now in its 15th year, Breaking Barriers has reached over 19 million children. Using America’s sport,
baseball, as a metaphor for life, the curriculum is based on the values associated with Jackie
Robinson’s success on and off the field: Determination, Commitment, Persistence, Integrity, Justice,
Courage, Teamwork, Citizenship, and Excellence. The heart of the program is the Breaking Barriers
essay contest. The 2011 contest received nearly 10,000 essays from children across the United States,
Puerto Rico, and Canada who described their efforts to overcome personal barriers.
In her talk, Sharon Robinson will share her family’s inspirational story using art and family photos
along with reflections on lessons learned from children who have beaten the odds.
! PAGE 8

9. P R T E S O L - G R A M! AUGUST 2011
TEACHING
TIPS:
CONFERENCE
CALENDAR
Random
Words
Mark
your
calendar
now!
Prof.
Carmelo
Arbona,
Editor Don’t
miss
any
of
these
great
events
en
2011!
AUGUST
13
When
introducing
parts
of
speech,
Vieques
Outreach
which
can
be
so
tedious
to
some
students,
I
will
Vieques
add
an
element
of
surprise:
randomness.
Eastern
Chapter
Ater
introducing
let’s
say
nouns
by
defining
what
they
are,
giving
examples
of
some
August
20
characteris3cs
of
nouns
(plurals,
proper
nouns,
Northern
Chapter
collec3ve,
etc)
I’ll
write
on
the
board
the
numbers
from
1
to
10
or
1
to
15.
Then
I’ll
ask
the
Enjoying
What
We
Do
students
to
call
out
random
nouns.
While
the
students
call
out,
I’ll
write
the
SEPTEMBER
10
words
on
the
board.
Also
I’ll
try
to
make
sure
Eastern
Conference
that
we
get
an
appropriate
balance
of
persons,
places,
things,
and
ideas.
Students
paricipate
Character
Values
for
an
Effec3ve
Learning
ac3vely
as
they
call
out.
Some3mes
a
student
may
call
out
a
word
that’s
not
a
noun
but
does
have
a
noun
form.
For
example,
a
student
may
OCTOBER
15
say
beauFful.
Ater
clarifying
that
the
word
is
not
Southern
Fall
Conference
a
noun
but
an
adjec3ve,
we’ll
explore
the
term
to
determine
if
it
has
a
noun
form,
beauty.
Then
Pon3ficia
Universidad
Catolica,
we’ll
add
it
to
the
list. Ponce
Campus
Once
the
list
is
complete,
I’ll
invite
the
students
to
write
a
paragraph
or
a
story
using
all
the
listed
nouns.
At
first,
they
students
think
it’s
NOVEMBER
18-­‐19
too
difficult,
but
as
they
begin
the
task,
they
soon
discover
they
can
do
it.
They
will
come
up
38TH
ANNUAL
CONVENTION
AND
with
such
a
wide
variety
of
stories.
It
becomes
an
EXHIBIT
excellent
3me
for
sharing
their
wri3ng
with
their
Integra3ng
Ethics,
Values
and
Life
Skills
partners
or
to
read
aloud
to
the
class.
in
the
Teaching
of
English
For
students
who
are
really
just
Puerto
Rico
Conven3on
Center
beginning,
wri3ng
sentences
would
be
a
sufficient
task.
The
teacher
may
request
that
the
and
the
Sheraton
Hotel
noun
be
exclusively
used
as
subject
of
the
sentence
or
object.
A
varia3on
of
this
then
would
be
to
use
other
parts
of
speech:
adjec3ves,
verbs,
adverbs,
or
pronouns.
For
homework
have
students
revise
and
rewrite
the
stories
at
home
to
turn
in
for
final
assessment.
Stories
can
be
added
to
their
wri3ng
porvolios.
S e n d
u s
y o u r
T e a c h i n g
T i p s
t o
tesolgrameditor@gmail.com
! PAGE 9

10. P R T E S O L - G R A M! AUGUST 2011
Focusing
on
the
Academic
Needs
La3nos
25
and
over
had
earned
a
of
LaAno
Students bachelor’s
degree
or
higher.
In
by
Manuel
Hernandez
Carmona
contrast,
32
percent
of
Whites
and
19
percent
of
African-­‐Americans
25
and
over
had
a
bachelor’s
degree
or
Focusing
on
the
needs
of
higher
(Digest
of
Educa3on
Sta3s3cs,
La3no
students
should
not
only
be
a
2007,
NCES,
2008,
Table).
La3nos
are
statement
made
by
President
Barack
i m p r o v i n g
i n
e d u c a 3 o n a l
Obama
but
a
top
priority
translated
achievement
but
not
as
rapidly
as
into
real
academic
policies.
There
are
other
groups.
What
happened
to
the
some
very
significant
sta3s3cs
dozens
of
thousands
of
La3nos
that
reve a l e d
i n
t h e
p re s e nta 3 o n ,
did
not
graduate
from
college?
Why
is
“Educa3onal
Equity
and
the
La3no
the
La3no
high
school
dropout
rate
Popula3on
of
the
United
States”
by
on
the
increase
again?
Despite
the
No
Francisco
L.
Rivera-­‐Ba3z,
presented
at
Child
LeS
Behind
Act
of
2001,
La3nos
Teachers
College,
Columbia
University
c o n 3 n u e
t o
q u i t
s c h o o l
a n d
on
February
21,
2008
on
the
status
of
inadvertently
fall
behind
in
their
La3no
educa3on.
About
20
percent
of
quest
of
the
so-­‐called
American
all
school
age
students
between
the
Dream.
What
academic
policies
is
the
ages
of
5
and
17
are
La3no
but
only
present
administra3on
crea3ng
as
a
13
percent
obtain
college
degrees.
result
of
the
already
shocking
Data
obtained
from
Rivera-­‐Ba3z’
sta3s3cs?
research
depicts
the
La3no
high
school
dropout
at
close
to
30
percent.
In
33
or
more
American
Because
the
La3no
school
popula3on
states,
standardized
exams
and
the
con3nues
to
surge
at
a
fast
and
S.A.T.’s
are
the
gateway
to
higher
furious
rate,
the
needs
of
La3no
educa3on,
but
without
a
high
school
students
must
be
met
with
a
clear
diploma,
what
kind
of
social,
present
vision
in
terms
of
what
to
do
economic
and
academic
horizons
can
and
how
to
tackle
their
academic
La3no
dropouts
count
on?
How
will
needs.
they
able
to
compete
in
America’s
demanding
workforce?
When
will
the
T h e
a c a d e m i c
n e e d s
U n i t e d
S ta t e s
D e p a r t m e n t
o f
represented
in
numbers
and
sta3s3cs
Educa3on
make
a
serious
recogni3on
are
alarming
and
reveal
a
huge
of
culturally
competencies
and
their
difference
between
La3nos,
their
ability
to
construct
bridges
to
make
White
counterparts
and
African-­‐ predic3ons
and
outcomes
about
a
Americans.
In
2007,
13
percent
of
poem,
a
story,
an
essay
or
a
drama
! PAGE 10

11. P R T E S O L - G R A M! AUGUST 2011
read
in
the
English
classroom?
The
Obama
administra3on
must
set
an
U n i t e d
S ta t e s
D e p a r t m e n t
o f
example
of
the
change
in
curriculum
Educa3on
reading
program
is
in
dire
so
desperately
needed
in
schools
need
of
a
curriculum
change.
throughout
America.
Even
city,
state
President
Barak
Obama’s
past
poli3cal
and
na3onal
standardized
exams
campaign
focused
on
the
term,
should
include
a
more
varied
list
of
change.
Why
not
get
serious
about
authors.
How
can
you
engage
interest
changing
our
academic
policies
to
in
a
La3no
adolescent
by
reading
one
help
improve
the
quality
of
educa3on
poem
from
a
La3no
author
during
that
La3nos
and
other
Americans
Hispanic
Heritage
Month?
That’s
deserve
as
well? preposterous!
I
am
sure
Mar3n
Luther
King
was
envisioning
Barak
Scien3fically
based
research
Obama’s
swearing
in
as
President
of
has
validated
culturally
based
literature
the
United
States
in
2009.
That
was
a
as
key
in
the
early
stages
of
“learning
to
dream
come
true
for
billions
of
read”.
Prior
knowledge
helps
students
Americans,
but
La3nos
dream
today
to
build
bridges
to
make
predic3ons
of
a
beIer
and
quality
educa3on
that
and
outcomes
about
the
poem,
story,
can
really
make
a
difference
in
their
essay
or
drama
read
in
the
English
lives.
This
is
the
3me
to
focus
on
the
classroom.
Reading
for
pleasure
and
educa3on
of
La3nos
in
America!
iden3ty
encourages
the
recently
(The
author
is
an
associate
at
arrived
student
to
make
personal
Souder,
Betances
&
Associates,
an
connec3ons.
In
a
“learning
to
read”
English
Staff
Development
Specialist
in
environment,
pleasure
and
enjoyment
Puerto
Rico
and
author/editor
of
the
form
the
ini3al
jump-­‐off
point
for
textbook,
La3no/a
Literature
in
the
further
literary
development.
When
English
Classroom,
Editorial
Plaza
students
construct
meaning
from
a
Mayor,
2003).
personal
standpoint,
engagement
with
reading
develops
smoothly,
and
academic
success
is
just
a
step
away.
The
US-­‐DE
reading
program
must
make
a
transi3on
from
its
hard-­‐
core
tradi3onalist
approach
to
a
more
integrated
reading
experience.
States
have
the
authority
to
design
their
own
literature
ini3a3ves,
but
the
! PAGE 11

12. P R T E S O L - G R A M! AUGUST 2011
Reducing
Avoidable
Errors ques3ons
and
prac3se
the
spelling
and
by
Hazel
Davidson pronuncia3on
of
/ /
and
are
confronted
a
ESL
teacher
from
Australia,
teaching
few
minutes
later
by
almost
every
English
to
adult
immigrants
(many
of
Slavonic
speaker
in
the
class
happily
whom
are
refugees)
from
S.
&
Central
wri3ng
wen
and
whit.
Or
we
list
words
America,
the
Pacific
islands,
SE
Asia,
the
with
the
digraph
au
and
see
because
Middle
East,
Europe
and
Africa.
Hazel
spelt
with
the
vowels
randomly
has
wriIen
with
her
colleague
Dorothy
rearranged
yet
again.
Court
a
number
of
reading
and
spelling
Oh,
for
a
way
to
reduce
these
elementary
packages
for
very
low
level
classes
where
avoidable
errors!
most
students
have
had
no
prior
schooling
and
are
illiterate,
not
only
in
Overview
of
idea:
English,
but
also
in
their
first
language.
ASer
years
of
tearing
my
hair
out
trying
to
find
some
solu3on
to
these
The
students:
sorts
of
problems,
I
aIended
a
session
The
students
for
whom
the
en3tled
Structured
monitoring
of
second
technique
below
can
be
applied
are
level
order
errors
presented
by
Eugene
3
or
level
4
in
the
Australian
system
At
Mogilevski
of
Monash
Univ.
at
the
level
3
students
are
expected
to
write
a
AFMLTA
Conference
in
Canberra,
July
report,
a
formal
leIer
and
a
discussion,
2001,
where
he
outlined
a
strategy
he
each
of
approximately
250
words
and
at
had
used
successfully
with
his
second
level
4
of
500
words,
with
reasonably
year
university
French
students.
He
accurate
grammar
and
spelling.
The
reported
a
40%
reduc3on
in
the
sorts
of
technique
is
not
appropriate
for
students
errors
I
had
been
trying
to
eliminate
in
at
lower
levels
than
this. my
students.
This
inspired
me
to
try
to
follow
his
example
and
to
modify
his
The
background:
LOTE
(Languages
other
than
English)
Like
most
ESL
teachers,
I
have
technique
to
suit
ESL
students.
been
frustrated
on
numerous
occasions
by
elementary
errors,
which
students
Procedure:
repeat
over
and
over
again.
We
revise
As
recommended
by
Mogilevski,
I
the
simple
past
and
leave
it
on
the
board
spend
a
short
3me
(less
than
one
hour)
–
affirma3ve,
nega3ve
and
interroga3ve
discussing
with
the
students
the
effects
–
and
then
set
the
students
to
write
a
of
their
errors
of
na3ve-­‐English
readers:
recount,
only
to
find
their
wri3ng
• that
errors
which
are
more
or
less
liberally
splaIered
with
I
was
went,
they
inconspicuous
in
speech
are
quite
going,
he
go…
Or
we
go
through
the
wh
! PAGE 12

13. P R T E S O L - G R A M! AUGUST 2011
confron3ng
to
a
na3ve
speaker
when
wrong
in
each
case.
The
very
elementary
they
appear
in
wri3ng;
errors
generally
drop
out
very
rapidly.
• that
the
students
therefore
make
I
repeat
this
procedure
with
each
themselves
appear
stupid
in
the
eyes
p i e c e
o f
w r i 3 n g
t h e y
c o m p l e t e
of
their
readers;
throughout
the
term
(10
weeks)
and
find
• that,
since
they
were
not
stupid,
they
they
take
a
very
ac3ve
interest
in
the
would
not
want
to
make
themselves
progress
of
their
own
scores
and,
in
a
appear
to
be
stupid.
n u m b e r
o f
ca s e s ,
b e co m e
q u i te
I
then
go
on
to
explain
to
them
the
compe33ve
about
their
results.
I
tell
the
procedures
I
intend
to
follow
in
an
class
who
has
scored
the
lowest
aIempt
to
help
them
reduce
their
errors.
propor3on
of
errors
each
3me.
In
my
This
consists
primarily
in
making
them
marking,
I
emphasise
the
improvements
conscious
of
their
frequent
problems
and
each
student
has
achieved
and
give
a
recording
their
progress
in
elimina3ng
chocolate
frog
(or
dried
apricot
because
the
avoidable
errors;
that
is,
those
errors
we
oSen
have
diabe3cs
in
our
classes)
as
where
they
actually
know
the
rules
quite
a
reward
to
each
student
who
halves
his/
well
and
which
they
nevertheless
repeat
her
error
rate.
I
also
point
out
that
frequently
through
carelessness
or
students
who
achieved
zero
or
almost
inaIen3on. zero
errors
on
one
piece
of
work
can
The
first
piece
of
wri3ng,
they
do
in
expect
occasional
reversals,
since
no-­‐one
their
usual
manner.
At
the
end
they
can
remain
perfect
all
the
3me.
I
do
this
count
the
number
of
words
they
have
because
I
am
aware
of
the
danger
of
wriIen
(including
ar3cles,
preposi3ons
pessimism
creeping
in
for
some
very
etc).
When
I
mark
the
work,
I
count
their
h i g h l y
m o 3 v a t e d
s t u d e n t s
i f
avoidable
errors,
the
errors
where
I
know
improvement
is
not
absolutely
consistent.
they
are
well
aware
of
the
gramma3cal
rules,
and
the
spelling
errors
in
common
Conclusion:
words
they
have
seen
and
used
many
By
the
end
of
the
term,
I
normally
find
3mes
before.
I
convert
this
error
count
every
student
has
improved
very
into
a
percentage
of
their
word
count
and
s i g n i fi c a n t l y.
T h e
m o s t
d r a m a 3 c
record
that
figure
in
my
notes
and
on
improvements
occur
in
the
first
two
weeks
their
marked
work
in
red
pen. and
aSer
that
the
vast
majority
of
the
When
I
return
their
work,
I
project
students
maintain
consistently
low
error
onto
the
white
board
a
list
of
avoidable
rates.
The
students
and
I
are
always
errors
they
have
collec3vely
made
and
delighted.
All
student
feedback
on
the
the
students
take
turns
around
the
class
technique
has
consistently
been
extremely
to
correct
the
errors
and
explain
what
is
posi3ve.
! PAGE 13

14. P R T E S O L - G R A M! AUGUST 2011
To
Publish
Or
Not
To
Publish:
classroom-­‐
ac3on
research,
Dr
Julia
Reyes,
An
Ethical
Dilemma
For
AcAon
Research
t h e
d i r e c t o r
o f
t h e
C e n t r o
d e
Teachers
Inves)gaciones
e
Innovaciones
Educa)vas
y
Etnogra=cas
(CIIEE)
of
the
Department
Petra
E.
Avillan-­‐Leon,
M.Ed.
ESL,
of
Educa3on
of
Puerto
Rico
(DEPR)
who
Ac3on
Research
Mentor would
constantly
tell
us
to
publish.
The
teachers
who
par3cipated
in
the
Ac3on
Research
Workshops
offered
by
the
CIIEE
In
today’s
globalized
world
more
and
from
the
year
2002
to
2006,
were
ini3ated
more
we
are
invited
to
publish
through
in
ac3on
research
with
the
texts
by
Julia
the
ever-­‐
growing
technological
media.
We
Blández
and
Antonio
Latorre
and
we
were
read
people’s
opinions
about
everything
mentored
by
educators
such
as,
Dr.
that
happens
both
locally
and
globally
on
AnneIe
López
de
Mendez
and
Dr.
Yanira
blogs,
in
wiki’s
and
through
emails,
among
Raices,
among
other
educators
from
the
others.
But
we
hardly
read
teachers’
most
pres3gious
local
universi3es.
As
we
opinions
on
issues
related
to
educa3onal
ventured
into
the
wonderful
world
of
policies,
teaching
strategies
that
really
do
ac3on
research,
we
learned
about
how
we
work,
reflec3ons
on
their
role
in
society,
could
influence
educa3onal
policy,
change
standardized
tes3ng
or
classroom
or
enrich
curriculum,
improve
our
situa3ons.
The
local
educa3onal
agency
teaching
prac3ces
and
con3nue
our
(LEA)
readily
and
recurrently
issues
development
as
educators.
We
discovered
comments
that
indicate
how
teachers
are
that
we
had
“exper3se”,
a
quality
usually
working
towards
the
country’s
educa3onal
adjudicated
to
external
educa3onal
goals
and
what
parents,
students
and
researchers,
to
university
professors
or
society
expect
from
them.
When
teachers
experts
in
other
fields.
One
major
meet
at
workshops,
training
sessions
or
difference
was
constantly
clear,
to
be
con3nued
educa3on
classes
a
catharsis
considered
experts
we
needed
to
publish.
occurs.
They
share
their
ideas,
frustra3ons
It
was
in
this
aspect
of
research
that
we
and
concerns;
oSen
3me
concluding
that
confronted
our
ethical
dilemma;
to
publish
the
system
does
not
understand
them,
is
or
not
to
publish.
unfair
in
its
evalua3on
or
is
poli3cally
inclined
towards
a
posi3on
that
usually
But,
what
is
an
ethical
dilemma?
At
affects
adversely
the
public
opinion
about
present
we
are
very
much
aware
of
the
teachers. importance
of
ethics.
It
has
become
the
badge
that
poli3cians,
educators,
and
As
a
teacher,
I
have
par3cipated
of
business
people
wear
on
a
daily
basis.
these
events
but
with
one
difference,
I
There
are
campaigns
on
the
values
that
always
think
of
the
words
of
my
mentor
in
create
character
and
there
are
na3onal
! PAGE 14

15. P R T E S O L - G R A M! AUGUST 2011
and
local
ini3a3ves
to
develop
ethics
in
where
are
the
results
published?
How
the
workplace
and
in
our
society.
It
is
an
can
the
educa3onal
community
benefit
issue
that
moves
governments
and
from
their
findings?
How
can
our
best
marks
ci3zens.
Consequently,
teachers
prac3ces
be
considered
and
eventually
are
not
exempt
of
its
effects.
Ac3on
influence
curriculum
choices
and
research
teachers
when
deciding
on
educa3onal
policy?
To
publish
or
not
to
conduc3ng
research
about
their
prac3ce
publish
is
in
fact
an
ethical
dilemma.
find
themselves
confronted
with
two
profeavillan@msn.com
alterna3ves:
“Should
I
publish
my
hIp://
findings
and
put
myself
in
the
eye
of
the
areyouac3onresearcheducators.yolasite.
observer
and
expose
myself
to
com
cri3cism?”
or,
“Should
I
keep
my
findings
to
myself
and
learn
from
my
errors
or
successes?”
Moreover,
many
teachers
on
References
a
daily
basis
do
small
scale
inves3ga3ons
Blandez,
J.
(2000).
La
Inves3gación-­‐
of
their
teaching
prac3ces
or
students’
acción:
Un
reto
para
el
profesorado.
Guia
development
without
the
rigors
of
an
prác3ca
para
grupos
de
trabajo,
ac3on
research
project;
oSen
3mes
seminarios
y
equipos
de
inves3gacion.
because
they
have
not
been
instructed
Barcelona:INDE.
on
the
ac3on
research
process.
Consequently,
when
we
think
of
the
Bausela,
E.
(2005).
La
docencia
a
través
ethics
of
the
researcher
we
must
also
de
la
inves3gación-­‐acción.
Retrieved
in
consider
this
dilemma.
Do
teachers
avoid
May
2006
from
hIp://www.une.edu.ve/
publishing
their
best
prac3ces
or
ac3on
uneweb2005/servicio_comunitario/
research
findings
because
they
are
inves3gacion-­‐accion.pdf
unsure
of
the
process
and
its
ethical
COPE
CommiIee
on
Publica3on
Ethics.
consequences?
Are
teachers
aware
that
(2011).
Retrieved
in
June
2011
from
they
should
publish
when
they
have
hIp://www.publica3onethics.org/
done
an
ac3on
research
project?
Is
the
LEA
complying
with
the
requirement
of
E t h i c s
i n
E d u c a 3 o n a l
R e s e a r c h
teaching
the
ac3on
research
process
to
(annotated
bibliography).
Retrieved
in
teachers
if
they
expect
them
to
do
June
2011
from
classroom
research?
hIp://www.aare.edu.au/ethics/
The
DEPR
in
its
Curricular
aareethc.htm
Framework
published
in
2003,
states
that
teachers
do
ac3on
research.
I
ask
myself,
if
teachers
do
ac3on
research,
! PAGE 15

16. P R T E S O L - G R A M! AUGUST 2011
Coping
with
Coinages:
• scuba
[self-­‐contained
underwater
New
arrivals
in
the
English
Language breathing
apparatus],
etc.
Dr.
Alicia
Pousada,
University
of
Puerto
Rico,
Río
Piedras Another
approach
is
to
extend
the
meaning
of
an
exis3ng
word
(semanAc
IntroducAon shiV
or
metaphorical
extension):
Coinages
are
words
that
have
been
• boOomless
[“without
a
boIom,”
coined
or
invented
by
individual
extended
to
mean
“all
you
can
speakers.
If
the
speakers
are
influen3al,
drink”,
as
in
the
boOomless
cup
of
these
words
become
part
of
the
coffee]
vocabulary
of
the
speech
community
• rip
off
[“remove
something
around
them.
Today,
because
of
the
violently,”
extended
to
mean
mass
media,
coinages
are
common
and
“steal
or
cheat,”
as
in
He
ripped
spread
very
quickly.
Part
of
being
me
off.]
culturally
competent
in
English
is
• bounce
[“move
up
and
down,”
knowing
the
meanings
of
new
coinages.
extended
to
mean
“go
or
leave,”
Another
name
for
coinages
is
as
in
See
you
later,
goOa
bounce!]
neologisms
(“new
words”).
Some
good
• viral
[“highly
infec3ous,”
extended
websites
for
checking
on
recent
to
mean
“extremely
popular,”
as
in
n e o l o g i s m s
i n
E n g l i s h
a r e
t h e
My
YouTube
video
just
went
viral.]
Birmingham
University
Research
&
Development
Unit
for
English
Studies
at:
Words
can
also
undergo
conversion
(one
hIp://rdues.bcu.ac.uk/neologisms.shtml
part
of
speech
becomes
another):
and
the
Bri3sh
Council
BBC
Teaching
• sit
in
(verb
becomes
noun)
English
site
at:
• giW
(noun
becomes
verb)
hIp://www.teachingenglish.org.uk/ • impact
(noun
becomes
verb)
think/ar3cles/new-­‐words-­‐english. • e-­‐mail
(noun
becomes
verb)
• green
(adjec3ve
becomes
verb
Coinages
are
created
via
a
variety
of
m e a n i n g
“ t o
m a k e
strategies.
A
very
common
technique
is
environmentally
friendly”)
to
use
acronyms
(words
formed
from
the
• up
(preposi3on
becomes
verb
first
ini3als
of
strings
of
words):
meaning
“to
increase”)
• FYI
[for
your
informa3on] • ho
ho
ho
(interjec3on
becomes
• NATO
[North
Atlan3c
Treaty
noun
meaning
“laughter”)
Organiza3on • do’s
and
don’ts
(auxiliaries
• LOL
[laughing
out
loud] b e c o m e
n o u n s
m e a n i n g
• RSVP
[répondez
s'il
vous
plait]
! PAGE 16