PSMLA Fall Conference 2023

RESET-RECHARGE-RECONNECT:

Rediscover Yourself in the Language Teaching Community

Seven Springs Mountain Resort

Thursday, November 2 - Saturday, November 4, 2023

Save the dates! More information to come soon.

Conference Co-Chairs

Dr. Silvina Orsatti silvina@psmla.org

Natalie Puhala natalie@psmla.org

Call for Proposals

We welcome sessions in three categories:

1) Language teaching and learning,

2) Social-emotional learning and wellness, and

3) Technology Garden.

Please submit your proposal by May 31st.

If you have questions about a session proposal, please reach out to Silvina Orsatti at silvina@psmla.org.

Call for Research Participants: ESL and Burnout

• Are you a licensed world languages or ESL teacher?
• Are you employed in a K12 school setting in the United States?
• Are you currently teaching at least one World Language or ESL class?

If you answered “yes” to all of these questions, you are invited to participate in a research study that is being conducted by a faculty member in the Master of Arts in the Teaching of Languages program at the University of Southern Mississippi!

If you choose to participate, you will be asked to answer a series of questions regarding your professional quality of life and burnout. Participation in this survey is voluntary and confidential, and you have the right to withdraw at any time.

If you would like to participate, please contact Dr. Gecewicz at chimene.gecewicz@usm.edu or scan the QR code to go directly to the survey.  

*This study has been approved by the University of Southern Mississippi’s Institutional Review Board (Protocol Number 22-1403).

The School District of Philadelphia is hiring ESL Teachers

Baldi Middle School is a 6-8 middle school in the Northeast Philadelphia section. We serve over 1500 students and almost 500 English Learners. Because of the growing English Learner population, Baldi Middle School is hiring more ESL Teachers.

You must apply to work for the School District of Philadelphia found at: https://jobs.philasd.org/opportunities/teachers/

Baldi Middle School's website can be found at: https://baldi.philasd.org/ 

Feel free to email your resume to the principal Luke Hostetter at LHostetter@philasd.org or the EL Point at Baldi Middle School, Dawn Adamoli at dadamoli@philasd.org

HIAS PA is hiring a part-time Adult ESL Instructor! The Adult ESL Instructor will be responsible for teaching two levels of our Adult ESL class this summer and fall while our Adult Education Lead Instructor is out on maternity leave, and then will continue to teach two other levels of Adult ESL come Spring 2024 and beyond. We are looking to hire someone for about 15 hours/week at $30/hour. The job description is attached here. 

Interested applicants can email me directly at mferguson@hiaspa.org with their cover letter and resume. Please share widely with your networks, and feel free to reach out with any questions! 

HIAS PA Adult ESL Part-Time Instructor .docx.pdf

Eighth TESOL/Applied Linguistics/Foreign Languages (TALFL) Conference

April 22, 2023

Sykes Student Union

West Chester University

West Chester, PA, USA

Conference Theme: Contemporary Issues in Language Education

For this edition of TALFL the conference planning committee has chosen a deliberately broad theme. The issues worthy of discussion with regards to language education are plentiful and may include topics related to challenges inside and outside of the classroom. Thus, we encourage presentations examining a wide range of areas including (but not limited to) teaching methodology, technological innovations, language policies, assessment, materials development, language acquisition, and the promotion of bi-/multilingualism.

Register Online

ABA Language Institute is interviewing teachers for Summer 2023.

We are interested in finding qualified teachers for this summer semester beginning on May 1.

Classes are from 9:00 – 1:30 Monday – Thursday. 

Requirements: Bachelor’s Degree in TESOL or a related field and TESOL Certificate Master’s Degree in TESOL or a related field and TESOL Certificate Experience in teaching ESL to adults is a plus.

If interested please send your CV to Karen.abalang@gmail.com

ENGLISH TEACHERS NEEDED BY ARAMCO

Package Salary between $6,000USD and $7,000USD per month (average).

We are in Portland, USA and will be conducting interviews for English teaching positions between 17th March 2023 - 24th March 2023.

74 Open Positions 

Interview Screening Location:

Oregon Convention Center

777 NE Martin Luther King, Jr. Blvd

Portland OR 97232

Or screening via email: a.israeel@eslbar.co.uk

Interview Location: 

Double Tree by Hilton Hotel Portland

1000 NE Multnomah St,

Portland, OR 97232 (By invitation only)

Work Location: Kingdom of Saudi Arabia – Main locations : Jeddah, Ras Tanura, Abqaiq, AlHassa, Riyadh, Dhahran and Yanbu.

Travel expenses for those travelling from outside Portland shall be reimbursed ($500 Max) once the interview process is completed.

Education/Qualification Requirements

A bachelor’s degree or higher in:

• ·Teaching English as a Second/Foreign Language (TESL/TEFL) OR
• ·Education (with a specialisation in TESOL, Language Arts, Applied Linguistics) OR
• · social science(psychology), communications, linguistics, or modern languages

Other essential requirements (one of the following):

• ·A recognised teaching qualification by a state, government, an accrediting authority in the content area: (e.g., a teaching diploma related to language teaching or a teacher certification or recognised post bachelor’s degree diploma in English Language teaching) OR
• ·A recognised ESL/EFL teaching certification or second language and/or bilingual teaching certification by a/an state, government, accrediting authority or professional body.

Experience

• ·Minimum of four (4) full-time years of face to face adult English teaching experience (University, college and high school- NOT ELEMENTARY school) experience of English, TEFL or TESL
• Preferred Skills
• ·High level of instructional technology skills
• ·Professional proficiency in computer applications (Microsoft Office suite)
• ·Pastoral and student advising experience

Age limit: Under 60 Years old due to visa restrictions

FULLY INCLUSIVE PACKAGE

Base Salary + Housing + food allowance = 6,000USD to $7,000USD per month(Average).

Potential Start Date: As soon as you have been cleared by Aramco's background investigation team ( usually takes two months) and when it is most suitable for you( after your notice period or contract ends)

Please send your CV( must include your nationality and date of birth), a copy of your passport, and copies of your qualifications) to a.israeel@eslbar.co.uk

For any questions or queries, please do not hesitate to call, Whatsapp or email at anytime

Other Contact Details:

US Number: 5715643707

WhatsApp: +447538692064

Linkedin: linkedin.com/in/eslbar

2023 Spring Institute

by City of Philadelphia's Office of Children and Families Adult Education

Tuesday, May 16 · 9:30am - 3pm

Parkway Central Library

1901 Vine Street

Philadelphia, PA 19103

OCFAE’s 2023 Spring Institute is an appreciation event to honor the work of adult education instructors, administrators, and volunteers serving the City of Philadelphia. The event will highlight the importance of relationships among volunteers, instructors, and administrators. To celebrate, there will be a luncheon, giveaways, and a performance.

To support the work of adult educators, there will be morning and afternoon workshops; info sessions on tutoring, teaching, and PD opportunities; and community-building opportunities.

Reserve a Spot

TESOL Quarterly 2024 Special Issue on Assessing the effectiveness of corpus-based approaches to English language teaching 

Call for Abstracts

Guest Editors:

J. Elliott Casal, University of Memphis: jecasal@memphis.edu

Matt Kessler, University of South Florida: kesslerm@usf.edu

Corpus linguistics has had a profound impact on L2 English language instruction in terms of available resources and the design of syllabi (i.e., indirect), as well as in terms of pedagogical activities and tasks themselves (i.e., direct; Leech, 1997). A robust body of scholarship supports the adoption of corpus-based language learning tasks in L2 English instruction, with particular emphasis on L2 writing and vocabulary development, learner perception data, and the Data-Driven Learning approach (Johns, 1990). However, attention to reading, listening, speaking, pragmatic knowledge, and other areas (e.g., use of learner-compiled corpora; integration of corpus-analysis activities with other pedagogical activities) is comparatively limited. Currently, there is room for more research investigating how corpus-based pedagogies impact learner development from quantitative, qualitative, and mixed-methods approaches that look for changes in production, metacognition, identity, and other areas of communicative competence.

One of two TESOL Quarterly 2024 Special Issues, Assessing the effectiveness of corpus-based approaches to English language teaching aims to address such matters. Submissions to this special issue should be both theoretically grounded and rooted in practice with a strong emphasis on analyzing the impacts of the pedagogical activities on L2 English learner development. Preference will be given to submissions which focus on less commonly taught skills, linguistic features, and innovative corpus-based pedagogies through rigorous means of assessing development. Submissions should clearly motivate and outline the corpus-based pedagogical approach adopted, theoretically motivate the operationalization of development, provide careful and robust analysis of learner data, and include implications which may be generalizable to other English language instruction contexts.

For the special issue, we are accepting submissions for Full-Length Articles, Brief Reports, Research Issues, and Teaching Issues. Those interested in potentially contributing to the special issue should email the following information to both guest editors by January 31, 2023: a) the intended manuscript submission type/section, b) a title, c) an abstract of up to 300 words; and d) author bios (150 words max each) with contact information of the authors. All invited full submissions will undergo double-anonymous peer review

Expected timeline:

Abstracts due to Guest Editors: January 31, 2023

Authors notified of full submission invitation: February 28, 2023

Full submissions due: August 1, 2023

Reviews sent to authors: October 31, 2023

Final revisions due: January 1, 2024

Final revisions accepted: March 1, 2024

Call for Chapter Proposals: Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback

Editors

Asli Lidice Gokturk-Saglam, University of South Eastern Norway, Norway
Ece Sevgi-Sole, University of Milan, Italy

Call for Chapters

Proposals Submission Deadline: November 14, 2022
Full Chapters Due: January 27, 2023

Introduction

Assessment in the learner-centered context is used to diagnose learning issues, progress, in addition to evaluating learning outcomes (Irvine, 1998; Huba & Freed, 2000). The advancement of digital tools has enabled the development of online language assessment, exams, evaluation and feedback. Nonetheless, the language assessment literacy required of a teacher today is of a completely different kind — one that is adapted to the digital environment and altered for the pedagogical approaches of our new norm. The spread of the pandemic also spread panic and despair as teachers, school principals/managers and administrators were caught off-guard when Covid-19 prompted the abrupt change in learning activities and evaluation of students’ achievements, from face-to-face into online distance learning. There is a scarcity of literature addressing the challenges of the in-person to online assessment, exams, evaluation and feedback, in the time of the COVID-19 education crisis, which was the main motivation for this edited volume. The book looks at the main challenges of online language assessment when migrating from an in-class to an online environment due to the, namely, academic integrity, adaptation to the new testing environment, technical problems and anxiety. The research-based chapters display real-world experiences, display practical examples of the academic field of language assessment and testing, and restate the commitment to academic quality.

Read the full CFP at IGI Global