MA-TESOL Important Dates 2010
advertisement
Trinity Western University WHO WE ARE ...................................................................................................... 3 Faculty Contacts......................................................................................................... 4 The MA TESOL Program ....................................................................................... 5 CURRICULUM OVERVIEW -- CDDIS .............................................................................. 5 CURRICULUM OVERVIEW -- RMT ................................................................................ 6 THE PEOPLE ............................................................................................................... 9 THE CORE CONCEPTS................................................................................................ 11 TPOV Guide ................................................................................................................................. 12 ASSESSMENT ........................................................................................................... 13 e-Portfolio ................................................................................................................................... 13 Course Assessment ..................................................................................................................... 13 Applied Research Report (ARR) .................................................................................................. 14 Reflective Teaching Reports (RTRs) ............................................................................................ 14 Guess What I Found (GWIFs) ...................................................................................................... 14 POLICIES & PROCEDURES .................................................................................... 15 UNIVERSITY POLICIES & PROCEDURES ...................................................................... 15 Membership Conduct & Harassment ......................................................................................... 15 Plagiarism & Academic Dishonesty ............................................................................................. 16 GRADUATE POLICIES & PROCEDURES ....................................................................... 16 MA-TESOL POLICIES & PROCEDURES......................................................................... 18 TWU Dates and Information ............................................................................... 20 MA-TESOL Important Dates 2010 ............................................................................................... 20 DOING MA-TESOL RESEARCH .............................................................................. 27 The Manuscript ........................................................................................................ 27 SOURCES FOR ACADEMIC RESEARCH ........................................................................ 28 Confidence Level ......................................................................................................................... 28 Use university libraries, particularly TWU’s Online Journals ...................................................... 28 Use online databases .................................................................................................................. 31 Use free online journals .............................................................................................................. 32 GUIDELINES FOR REFERENCING -- APA (5th or 6th Edition) .......................................... 38 In-text (Parenthetical) Citation ................................................................................................... 38 Reference Page ........................................................................................................................... 40 MA TESOL E-Manual 2010 Edition, page 1 Trinity Western University Welcome! Welcome to the TWU MATESOL! We are delighted to have you with us this year. MA TESOL E-Manual 2010 Edition, page 2 Trinity Western University WHO WE ARE In aspiring to become a world class Christian university, a place of exceptional discovery, learning and engagement, Trinity Western University exists so that the world may experience Christ’s truth, compassion, reconciliation and hope through the character, competence, calling and commitment of its students, alumni, faculty and staff. TWU Board Ends Policy, April 2008 MA TESOL OBJECTIVES Multi- and specific context teaching preparedness Critical reading of research and method literature Professional speaking and writing style Comfort with, and enthusiasm for, collaborative learning Professional connectedness PROGRAM LEARNING THEORY 1) Collaboration. Each module is constructed around a task, called a Teachable Point of View (TPOV). In small groups, students create working documents which are read and critiqued by fellow students and faculty, thus developing a very interactive community. Collaboration has become not only a part of my daily vocabulary, but has changed the way I think about curriculum and other projects in my life. Instead of starting with "I", this program focuses on the "we”. James 2) Two tracks -- RMT: Resident Masters in TESOL & CDDIS: Collaborative DualDelivery Instructional System. In the RMT, classes are face-to-face; in CDDIS, the classes are online with face-to-face being available but not required. The courses are the same; the delivery is different. Both tracks increase students’ comfort with technology. The flexibility of CDDIS allowed me to study from three different countries, a huge benefit to me in my work and travels. The software is user-friendly, so my fear of learning how to study collaboratively on line via computer was quickly laid to rest. Jurene 3) Research. Students are constantly interacting with research -- in the lectures, in the readings, in the assigned tasks, and in their applied research reports – with most of the research being done online. This interaction culminates with an internship in the final semester. Not only did we get excellent lectures from professors knowledgeable about all the up-to-date history of language teaching, but the reading and research assignments also exposed us to a vast amount of linguistic knowledge. The online research and collaboration made this sea of knowledge wider. Pearl MA TESOL E-Manual 2010 Edition, page 3 Trinity Western University Faculty Contacts Administrative Coordinator Caswell, Cynthia Lead Faculty Acton, Bill Caswell, Cynthia Kristjansson, Carolyn McAllister, Kay Collaborating Faculty Acton, Suzy Baker, Amanda Baurain, Brad Burri, Mike Butner, Helen Green, Louise Leavitt, Bev Mclelland, Kristeen McWilliams, Eileen Skulstad, Lydia MATESOL.coordinator@twu.ca ext. 3941 william.acton@twu.ca cynthia.caswell@twu.ca kristjan@twu.ca kay.mcallister@twu.ca ext. 2155 ext. 3941 ext. 3129 ext. 3901 suzy.acton@gmail.com aabaker20@hotmail.com bbaurain@gmail.com mikeburri@gmx.net hbutner@shaw.ca greenwriting@gmail.com distleavitt@hotmail.com kpjmclelland@hotmail.com Eileen.McWilliams@twu.ca Lydia.skulstad@twu.ca e-Mentors & Internship Supervisors In addition to the TWU MA-TESOL faculty, we have professors throughout Canada, the US, and even overseas, are involved as e-mentors or supervisors, providing guidance during the Internship. BILL ACTON (604) 418-4611 CELL PHONE Call before extention: (604)5132121 email before calling k.mcallyster Skype MA TESOL E-Manual 2010 Edition, page 4 Trinity Western University The MA TESOL Program CURRICULUM OVERVIEW -- CDDIS MA-TESOL ONLINE CDDIS Track Graduation Requirement – 36 credits **First Summer Ling 624 Leadership in TESOL (3) Ling 642 e-Portfolio (1) First Fall Ling 511 TESOL Methodology (3) Ling 512 Second Language Acquisition (3) First Spring Ling 517 Evaluation & Measurement (3) Ling 518 Curriculum & Program Design (3) Ling 516 Classroom Observations (1) Second Summer Ling 513 Sociolinguistics (3) Ling 514 Materials Evaluation & Design (3) Second Fall Ling 612 Research Methods In Applied Linguistics (3) Ling 613 Integrating the Four Skills (3) Second Spring Ling 611 Applied Phonology for TESOL (3) Ling 640 Internship & Research Project (4) *Ling XXX Electives (*up to 4) ** Maybe be deferred to third summer. This differs slightly from the academic calendar. Please consult your advisor. MA TESOL E-Manual 2010 Edition, page 5 Trinity Western University CURRICULUM OVERVIEW -- RMT MA-TESOL Resident (RMT) Track Graduation Requirement – 36 credits Fall – Term 1 Ling 642 e-Portfolio (1) Ling 511 TESOL Methodology (3) Ling 512 Second Language Acquisition (3) Fall – Term 2 Ling 517 Evaluation & Measurement (3) Ling 518 Curriculum & Program Design (3) Spring – Term 1 Ling 513 Sociolinguistics (3) Ling 514 Materials Evaluation & Design (3) Spring – Term 2 Ling 612 Research Methods In Applied Linguistics (3) Ling 613 Integrating the Four Skills (3) Summer Ling 516 Classroom Observations (1) Ling 611 Applied Phonology for TESOL (3) Ling 624 Leadership in TESOL (3) *Ling 640 Internship (4) *Ling Electives (*up to 4) Fall 3 (optional) Ling 516 Classroom Observations (1) *Ling 640 Internship (4) *Ling Electives (*up to 4) This differs slightly from the academic calendar. Please consult your advisor. MA TESOL E-Manual 2010 Edition, page 6 Trinity Western University Many electives are taken in May/June. Check scheduling. Elective options Ling 531 Issues in Applied Linguistics (1) Ling 532 Teaching Young Children (1) Ling 534 Computer Assisted Language Learning Ling 540 Diversity in Language Education (3) Ling 630 English for Academic Purposes (3) Ling 641 e-Mentor (2) (See MA-TESOL Policies) LING 800 Directed Studies in chosen area Other Elective Possibilities (when offered) Ling 632 English for Business Purposes (1) Ling 633 Readings in Teacher Training (3) Ling 647 Thesis I (3) Ling 648 Thesis II (3) For all course descriptions, go to http://www.twu.ca/academics/graduate/matesol/descriptions.html ANNOUNCEMENT ON VIDEOING We will be videoing RMT classes for educational purposes for use by the online cohort. If you do not wish to be seen in the video, please email the professor within the first week requesting that you not be on camera. MA TESOL E-Manual 2010 Edition, page 7 Trinity Western University MASTER OF ARTS IN TESOL CHECKLIST THIS PROGRAM CHECKLIST IS INTENDED TO ASSIST STUDENTS AND ADVISORS IN ENSURING THAT ALL UNIVERSITY AND PROGRAM REQUIREMENTS ARE MET. THIS TOOL IS INTENDED FOR USE IN CONSULTATION WITH THE CURRENT ACADEMIC CALENDAR. IT IS THE RESPONSIBILITY OF THE STUDENT TO ENSURE THAT ALL REQUIREMENTS FOR THE GRANTING OF A DEGREE HAVE BEEN MET. Program Core Requirements (36 s.h.) COURSE COURSE TITLE S.H. DATE NOTES LING 511 Methodology 3 LING 611 Applied Phonology 3 LING 512 Second Language Acquisition 3 LING 612 Research Methods 3 LING 513 Sociolinguistics 3 LING 613 Integrating the Four Skills 3 LING 514 Materials Evaluation and Design 3 LING 624 Leadership in TESOL 3 LING 515 Classroom Observations I 1 LING 517 Evaluation and Measurement 3 LING 640 Internship 4 LING 518 Curriculum and Program Design 3 LING 642 e-Portfolio 1 A. Total B. Total Electives and Transfer Courses If the internship is required, there are no electives. If the internship is waived, students choose 4 s.h. of electives. Please note that no more than 6 s.h. transfer credits will be approved for application to MA TESOL. Report under ‘Notes’ whether Director Approval has been granted for transfer. Report under ‘Notes’ the MA TESOL course over which the transfer is applied. COURSE COURSE TITLE S.H. DATE NOTES LING ___ LING ___ LING ___ LING ___ C. Total Program Total (A+B+C) A total of 36 credits is required for graduation. A minimum overall (cumulative) GPA of 3.00 is required for graduation. NOTE: In order to be considered eligible for graduation you must fill in an Application for Graduation Form and return it to Enrolment Services by July 15 in the year of your completion (there is no fee to apply for graduation). When you have handed in your Application for Graduation, Enrolment Services will complete a graduation audit for you. The audit is performed to determine whether any courses remain outstanding towards completion of your degree. At time of printing this differs slightly from the online version available at: http://www.twu.ca/academics/advising/ma-tesol-0708.pdf MA TESOL E-Manual 2010 Edition, page 8 Trinity Western University THE PEOPLE Cohorts, Cavorts, Collaboratti & e-Mentors Cohorts Each year, a new cohort (of approximately 10-16 students) is accepted into the MA TESOL program. This group works together on core courses throughout the program. The role and responsibilities of the cohort are to: Serve as the primary agent in “knowledge creation” – critiquing and interacting with all cohort research presentations. Maintain social and professional communication within the cohort. This cohort is divided into small groups known as ‘cavorts’. There are typically 3 or 4 cavorts in one cohort. Cavorts Yes, this is a noun. It is derived from the verb “to cavort” meaning “to have lively fun”. With this term, Bill is attempting to capture the joy of MA TESOLing at TWU! A cavort is a small group of 4 – 5 people who work together negotiating and creating a researched body of information to present to the other cavorts in the cohort. The role and responsibilities of each cavort are to: Work as a collaborative team to design and complete the research tasks involved. Work with the instructor(s) in carrying out the research tasks. Present their research tasks to the cohort for comments and questions. Refine their research tasks based on comments and questions from other cavorts and the instructor(s). The roles and responsibilities within each cavort vary slightly with each course, and rotate with the modules. MA TESOL E-Manual 2010 Edition, page 9 Trinity Western University Collaboratti Collaboratti is an Actonism meaning “Collaborating Online Instructor”; it, for some strange reason, is pronounced in Italian fashion with a ‘tsi’, not ‘ti’ at the end. The collaboratti (note that the singular and plural forms are the same) are professional language educators who collaborate with the lead instructor and the students. The size of the cohort determines whether or not there is a collaboratti. Smaller cohorts will not have one. The lead content instructor provides the course lectures, also known as offerings or talk shows, sets the group assignments, and is responsible for evaluating the Applied Research Report (ARR). The collaboratti assists the cavorts in negotiating the research presentations, clarifying and encouraging. They may also critique the draft research presentations, pointing out strengths and weaknesses. e-Mentors e-Mentors are experienced language teachers who serve as online consultants during the internships if there is no qualified onsite sponsoring teacher. A student who takes the ementor course is matched with a language teacher who has extensive experience in the same type of classroom setting as the student. During an internship the e-mentor and student teacher communicate regularly via the internet about the process and methods of teaching. Students also remain in close communication with their internship supervisor and cooperating teacher(s) at the internship site. NOTE: e-Mentors are mandatory for all students who do not have a qualified onsite sponsoring teacher, i.e. an MA in an appropriate field. This teacher must be preapproved by Carolyn Kristjansson the supervising MA TESOL faulty member. Details are found in the Internship Guide. MA TESOL E-Manual 2010 Edition, page 10 Trinity Western University THE CORE CONCEPTS VCKCs & TPOVs The TWU MA TESOL program is built around two key concepts taken from Noel Tichy and Nancy Cardwell’s book The Cycle of Leadership: How Great Leaders Teach Their Companies to Win (2002, New York: Harper Collins). These two concepts are: 1) the Virtuous Cycle of Knowledge Creation (VCKC) 2) the Teachable Point of View (TPOV) In the Virtuous Cycle of Knowledge Creation (VCKC), the instructor and the students are involved in a mutual learning process. This contrasts with a “vicious non-teaching cycle” where the control for learning is solely in the hands of the instructor. For each module, the instructor sets the stage by providing each cavort with a clear, workable, negotiable position on what is to be learned/ researched, namely, the Teachable Point Of View. This TPOV assignment is a “knowledge creation” project that, when completed, presents information that is genuinely new, not only to the cohort, but often to the instructor as well. Each cavort receives a different TPOV assignment. The TPOV is researched and refined by each cavort, with assistance from the collaboratti and the lead instructor. This work is done face-to-face during the summers; the remaining classes and assignments are conducted in a dual delivery mode (both face-to-face and online). The resulting collaborative TPOV is presented to the other cavorts in the cohort for comments. Using those comments, together with comments from the instructors, the TPOV in finalized, presenting a clear position on what has been learned, and then becomes part of the VCKC. Thus, the TPOVs are works in progress which provide a database for future reference. TPOVs usually contain seven sections as seen in the following TPOV GUIDE. MA TESOL E-Manual 2010 Edition, page 11 Trinity Western University TPOV Guide The instructor gives the cohort a language teaching issue to research. For example, the first overall problem for Second Language Acquisition is concerned with “The Lens” -the different ways second language learning is viewed. This is then broken down into the various theoretical lens used to in SLA, one for each cavort. Definition of the Topic In this first section of the TPOV, students research and refine their particular topic. For example, in the first module in SLA (“The Lens”), Cavort A will define “Structural Linguistics & Behavioural Psychology”; Cavort B defines “Systemic Functional Linguistics & Social Constructivism”; and Cavort C “Generative Linguistics & Cognitive Psychology”. Tool Usefulness Students explain how their particular issue (i.e. “lens”) will help them as teachers – pedagogically, professionally, and politically. (Most difficult for students to understand) The Problem Students apply the theory discussed in the definition. Using the above example, Cavort A explores the issues around and application of “Structural Linguistics & Behavioural Psychology”World Englishes in the classroom. Reference Checks Each cavort writes a one-paragraph annotation for four or five references (articles, books) pertaining to their particular language issue. The instructor may give these, or may request the cavort to search for their own. Name Checks Each cavort is responsible for a brief, one-paragraph biography on four or five individuals (or groups) who have contributed significant research to the particular issue being addressed in the TPOV. The instructor may give these names, or may request the cavort to search for their own. References All sources used by the cavort in the construction of the TPOV are listed in APA reference format. . MA TESOL E-Manual 2010 Edition, page 12 Trinity Western University ASSESSMENT e-Portfolio As the capstone of the MA-TESOL program, students complete an e-Portfolio. In consultation with their instructor, students upload relevant documents and media files and then, within the e-Portfolio, link these to a set of TESOL standards. This portfolio showcases selected writings from students’ coursework including TPOV summaries, applied research reports, and internship observations and analyses. Samples of course curriculum, lesson plans, and materials developed either within the MA program or through related teaching experience are included. The portfolio also features a video clip of the student’s teaching as well as selected classroom/teaching photographs. A resume is included. The satisfactorily completed e-Portfolio is required for graduation from the program in lieu of a formal thesis or final project. The e-Portfolio serves both as a broad profile of a student’s readiness for the profession and a base for further professional development, and is designed to be readily configured for job application or further studies. Course Assessment Assessment percentages will vary from course to course, but following is a general breakdown. Please check your course syllabus for specifics. 60% 25% 10% 5% Applied Research Report Reflective Teaching Reports Collaboration “Guess What I Found” Students are expected to produce work in the A range. Average and acceptable work falls into the B range. Check each course syllabus for the specific grading scale. A minimum overall (cumulative) GPA of 3.00 is required for graduation. MA TESOL E-Manual 2010 Edition, page 13 Trinity Western University Applied Research Report (ARR) The Applied Research Report or ARR is a paper which applies the content learned during a semester to a specific classroom setting. It is the praxis of theory and practice, of research and application. Students typically do one applied research report per semester integrating the content of concepts learned in the two core courses taken during that semester. The ARR is due at the end of each term. See course syllabi for specific dates. There are two mandatory stages in the applied research report writing: A. ARR Proposal – mandatory Before beginning the ARR, students are required to submit a one-page proposal to the lead instructor. The instructor comments on the feasibility and appropriateness of the topic and the theoretical/ research base. See course syllabi for specific dates. B. ARR Final Submission – mandatory Reports are approximately 25 – 30 pages in length, excluding appendices. In the final submission, the lead instructor looks not only at content, but also at writing style and formatting. APA documentation is required. An ARR usually consists of four main parts: the theoretical background, the show-case ‘piece’ constructed or analyzed by the student (i.e. materials, a scope and sequence, an assessment tool), the surrounding issues, and references. Reflective Teaching Reports (RTRs) For each module, each student documents and reflects on his/her participation in collaborative work on the TPOV, as well as his/her own learning. These confidential 1 – 1 ½ page self-assessments use sections similar to the following: My contributions to the Module TPOV and GWIFs Critique of the collaborative work in my cavort My comments on the TPOVs of the other cavorts What I learned in this module Response to a specific question put forward by the lead instructor Best application or research study cited from this module applicable to my ARR Guess What I Found (GWIFs) Faculty and students cite ‘discoveries’, preferably online. These GWIFs can be found in a variety of categories, for example: Methods, techniques Articles, research studies Conferences Book reviews Websites Professional development opportunities MA TESOL E-Manual 2010 Edition, page 14 Trinity Western University POLICIES & PROCEDURES For details on TWU Policies and Procedures, please refer to - the Student Handbook http://www.twu.ca/studenthandbook/ - the Academic Calendar, Section 6, School of Graduate Studies, pp.140-42 and 160-61 http://www.twu.ca/academics/calendar/ac1011-school-of-graduate-studies.pdf - the Academic Calendar, Section 4, Academic Information http://www.twu.ca/academics/calendar/ac1011-academic-information.pdf UNIVERSITY POLICIES & PROCEDURES Two issues of particular importance are respect and plagiarism -- both in an online environment such as CDDIS and in an intensive program such as RMT. Membership Conduct & Harassment The responsibilities for students found in the Academic Calendar and the Student Handbook (which includes the Community Covenant) apply to all online communication (emails, discussion boards, MSN, Wiki postings, Skype), as well as phone and face-toface interactions. In cases of harassment, TWU procedures are to be followed. Members of the [TWU] community are expected to “accept reciprocal benefits and mutual responsibilities, and strive to achieve respectful and purposeful unity that aims for the advancement of all, recognizing the diversity of viewpoints, life journeys, stages of maturity, and roles within the TWU community.” All members are to “to embody attitudes and to practise actions identified in the Bible as virtues, and to avoid those portrayed as destructive. Members of the TWU community, therefore, commit themselves to: cultivate Christian virtues, such as love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control, compassion, humility, forgiveness, peacemaking, mercy and justice communicate in ways that build others up, according to their needs, for the benefit of all treat all persons with respect and dignity, and uphold their God-given worth from conception to death.” “The University is committed to providing a community in which all individuals are treated with respect and dignity, free from harassment. The University considers harassment a serious offence and will not tolerate behaviour that may undermine the respect, dignity, self-esteem, or productivity of any student, faculty, staff, or administrative member.” http://www.twu.ca/studenthandbook/university-policies/harassment-policy.html MA TESOL E-Manual 2010 Edition, page 15 Trinity Western University Plagiarism & Academic Dishonesty “One of the core values of Trinity Western University is the integration of high standards of personal, moral, and spiritual integrity with academic excellence. As such, the University considers any case where an individual knowingly acts or fails to act in a manner to gain unearned academic credit to be a serious offence.” See the Student Handbook for procedures in handling plagiarism. “It is the students’ responsibility to inform themselves as to what constitutes academic dishonesty, and to address any questions that they have in this respect to the individual professors with whom they are dealing.” An excellent resource describing plagiarism and how to avoid it has been prepared by TWU Librarian, William Badke, and is available for download (PPT file) or used as flash (self running) tutorial: http://www.acts.twu.ca/LBR/plagiarism.ppt http://www.acts.twu.ca/Library/plagiarism.swf GRADUATE POLICIES & PROCEDURES http://www.twu.ca/academics/calendar/ac1011-school-of-graduate-studies.pdf Academic Advisor, p. 141 Each student is assigned an academic advisor. Students need to consult with their advisor regarding academic matters such as course selection during the Academic Advising Week. Advanced Standing and Transfer Credits, p. 140 Students who are admitted with graduate credits or graduate degrees from other programs may be given advanced standing. Applicants need to provide evidence of equivalence, such as a course syllabus, to transfer credits received at another accredited institution. All petitions for transfer credits must be sent to the program director for approval at the time of application to the program. The maximum transfer credits into the MA-TESOL program is 6 s.h. The amount of transfer credit is determined on an individual basis by the director. Courses with less than a B- grade and thesis work are not considered for transfer credit. MA TESOL E-Manual 2010 Edition, page 16 Trinity Western University Continuous Enrolment & On-leave Status, see p. 141 Students are expected to maintain a continuous enrolment of at least 3 s.h. throughout the program. If they are not able to do so, they must request a leave of absence from the program director, and pay the accompanying Continuing Graduate Fee. Failure to enroll for a minimum of 3 s.h. or payment of the Continuing Graduate Fee in a given semester may result in suspension from the program. Re-enrolment requires application for readmission to the program through the Office of the School of Graduate Studies. A leave of absence may be granted, with the program director’s permission, to students who find it necessary to interrupt their graduate studies. A leave of absence is registered as LING 000, and is limited to one year. Failure to request leave from the director and/or failure to pay the Continuing Graduate Fee may result in suspension from the program. Generally, a single Continuing Graduation Fee is charged to students granted on-leave status. However, a student may apply for a waiver of the continuation fee for various reasons, such as for parental or medical leave. This application must be made in writing to the program director. Students may take a maximum leave of four months (one semester) without charge; students requesting subsequent terms of leave are charged the Continuing Graduate Fee to remain registered in the program. Degree completion, p. 141 A maximum of five years is allowed for degree completion from first enrolment. A limited extension may be granted upon appeal by the student and the recommendation of the thesis/project supervisor and the program director. English Language Support Fee (GELS), p. 142 Please note the information on GELS for both native and non-native speakers of English. Withholding of Documents, p. 143 If there is any outstanding indebtedness to the University, degree parchments and transcripts are not released until such matters have been cleared with the Office of the Registrar. Please note that this also applies to grades: grades for individual courses will not be released until full payment has been made. MA TESOL E-Manual 2010 Edition, page 17 Trinity Western University MA-TESOL POLICIES & PROCEDURES Expected professional conduct Students are expected to participate and collaborate appropriately in program tasks and processes. In most courses, 10% of the final mark will be based on effective, professional collaboration. Program participants are required to communicate with their instructors and fellow cohort members on a timely basis. Failure to communicate within established time frames will result in reduced final course grades. E-mentors E-Mentors are required for those who do not have a qualified pre-approved onsite cooperating teacher. See Internship Guidebook for details. Internship We recognize the wide range of background experiences and diverse future plans that MA TESOL students bring to their studies. To accommodate differing needs and purposes, there are various internship tracks available. Students with less than 1000 hours of language teaching experience in the ESL/EFL classroom (tutoring hours excluded) are required to take the internship. Students with more than 1000 hours of relevant classroom experience may apply for the internship requirement to be waived. CDISS students must submit applications for a waiver of the internship requirement no later than one month after the completion of the third semester (i.e., in May of the first year of MA TESOL studies). RMT students must submit applications for a waiver no later than the beginning of the third term (i.e. January). 1. A request for the internship requirement to be waived along with a brief rationale as to why this would be the most beneficial option for you. 2. A video recording of you teaching an ESL or EFL class. This video should be no more than two years old. 3. A completed “Self-Analysis of Lesson” (c.f., Internship Guide) 4. A statement of educational philosophy (c.f., Internship Guide) Please note that submission of a request does not mean automatic approval. You will be advised of your internship standing no later than two months after submission of your request. MA TESOL E-Manual 2010 Edition, page 18 Trinity Western University Late Papers & Incompletes Research papers must be submitted on time. Under extenuating circumstances, students may request an extension in writing. If the request for an extension is approved by the instructor and the program director, the student will be given an incomplete mark (INC) that is good for one semester. Failure of the student to negotiate an extension and failure to complete the paper within 4 months will result in an F. Optional Thesis After finishing all program requirements, students may apply to do an optional thesis. The thesis must be done entirely in local residence and is only available to students with outstanding academic records and approval of the thesis topic by an MA TESOL faculty member prior to submitting the optional thesis application. Prerequisite readings and assignments Students are generally required to do preparatory readings before beginning their first courses in the program. Books are sent to students living outside the immediate Langley area. New terms and word for MA TESOL MA TESOL E-Manual 2010 Edition, page 19 Trinity Western University TWU Dates and Information MA-TESOL Important Dates 2010 Orientation Week for online Orientation Week for RMT First day of Term 1 RMT classes First day of MA-TESOL online classes First payment for Fall Deadline for add/drop Thanksgiving (Campus closed) Final payment for Fall Last day for late course withdrawal End of Term 1 RMT MA-TESOL BREAK (RMT) First day of Term 2 RMT classes SGS Graduation Remembrance Day (Campus closed) MA-TESOL ADVISING WEEK Pre-registration for Spring opens Last day of Fall Semester (RMT & Online) Jul 12 - 16 Aug 31 – Sept 5 Sept 7 Sept 13 Sept 11 Sept 24 Monday, Oct 11 Oct 15 Oct 20 Oct 25 Oct 26 - 30 Nov 1 Nov 13 Thursday, Nov 11 Nov 15 - 19 Nov 15 Dec 22 These dates are subject to change without notice. For details, check: http://www.twu.ca/services/enrolment/important-dates/graduate-studies/default.html 8 Steps to Register Online 1. 2. 3. 4. 5. 6. 7. Go to the TWU Student Portal at https://students.twu.ca/portal/default.aspx Type in your twuName (e.g. Michael.Burri) and twuPassword. Click on the box “online registration” located in the middle of your screen. Click on “Click Here To Begin”. Choose a semester, i.e. “Fall 2007” below My Schedule. Click on “Add a course” right next to My Schedule. Make sure you’ve selected “Graduate” for the Division section and “TESOL” for the Department section, then click on “Search>>”. 8. Now by clicking on “Add” you can register for courses you’re going to take this semester (e.g. LING511 TESOL Methodology, LING512 SLA) That’s all there is to it! MA TESOL E-Manual 2010 Edition, page 20 Trinity Western University TWU Services Overview Main University Switchboard 604-888-7511 If you know the extension number - on campus, just dial the 4-digit extension - off campus, dial 604-513-2121; then dial the 4-digit extension Bookstore & Computer Store (Reimer Student Centre) 604-513-2005 May also order from http://bookstore.twu.ca Cafeteria (Reimer Student Centre) www.twu.ca/dining Two options for payment: a) cash, b) have money placed on your Student ID card at the Front Desk. Money will be deducted every time you swipe your card. Collegium (the Graduate Collegium in Fosmark) ext. 3800 Warm-up your own food or buy coffee, tea & snacks; a great place for fellowship; also available – to give your overworked brains a rest -- games, even a bocce game. Computing/Technology Services (Lower Mattson) Tech Services Help ext. 4357 http://www.twu.ca/divisions/technology/ Desk https://www1.twu.ca/support - For your student email account and password. This is necessary for accessing information and resources, i.e. online journals through the library webpage. - For wireless, a) resident package is included with dorm fees, b) purchase a 30-day package at the bookstore or online at http://www.twu.ca/divisions/technology/wireless/signup.html. For details on how to hook up to wireless internet, check http://www.twu.ca/divisions/technology/wireless/ Health Services http://www.twu.ca/life/wellness/health/ 604 513.2024 While appointments are not mandatory, they are recommended. Also, check the list of walk-in clinics listed on the next page. Housing Services/ Front Desk (Reimer Student Centre) Open Monday-Friday from 8:00-4:30. ext. 2032 For student cards and on campus housing. Check other info at www.twu.ca/housing/ Library, Norma Marion Alloway www.twu.ca/library ext. 2023 Please consult the staff at the library; they are there to assist you. Duncan Dixon is well versed in TESL & Linguistic research. Office of the Registrar (Mattson) www.twu.ca/es 604-513-2070 A very important office: for registration, grades, transcripts, add/drop classes, health plan information, change of address. Check out the sidebar for all the options. MA TESOL E-Manual 2010 Edition, page 21 Trinity Western University Parking Services (Welcome Hut) http://www.twu.ca/divisions/parking/ ext. 3518 Please check the website for the best deal for you. Ensure that you have parking pass, or you will be ticketed. School of Graduate Studies - Graduate Admissions, Melissa Reed (Mattson) - MA-TESOL Coordinator, Cynthia Caswell (CanIL 116) Security (Welcome Hut) ext. 3047 ext. 3941 For an emergency call 687-9911 Student Life (Reimer Student Centre) ext. 2025 http://www.twu.ca/life/ -- Student Life website http://www.twu.ca/students/twugsa/ --Graduate Student Association website Sports Facilities http://www.twu.ca/life/wellness/recreation/ Times to use facilities here on campus are growing. Check out the website for the current places and times, i.e. weight room and open gym time. Also, enjoy the expanded walking trails around TWU. They are beautiful! ************************************************************************ Walk-in Clinics Glover Medical Clinic #101-5796 Glover Rd. Monday-Friday 8am - 8pm; Weekends & holidays 9 – 5. 604-530-3233 Grove Medical Clinic #401-21183-88th Ave. Monday-Friday from 9 am – 9 pm; Saturday 9 – 5. 604-882-1250 For Emergencies Langley Memorial Hospital 22051 Fraser Hwy. 604-534-4121 Medical: International Students: ensure that your valid health insurance is given to Cynthia Caswell when registering. See http://www.twu.ca/services/enrolment/health-care-policy.html RMTers: You will need to apply for BC Medical Service Plan. For assistance with this, click on: http://www.health.gov.bc.ca/msp/infoben/eligible.html#enroll The application form is found at: https://www.health.gov.bc.ca/exforms/msp/102fil.pdf MA TESOL E-Manual 2010 Edition, page 22 Trinity Western University Take a Break Coffee Coffee Shop Address Distance From TWU Tim Hortons Tim Hortons Tim Hortons 20020 Willowbrook Dr. 15551 Fraser Highway 19875 96 Avenue 7 km 8 km 9 km Starbucks Starbucks Starbucks 8840 210 Street 7150 200 Street 20015 Langley By-Pass 4.5 km 7 km 7 km McBurney’s 20504 Fraser Highway 8 km Theatre: http://www.cineplex.com/Theatres/TheatreDetails/BD18D824/Colossus_Langley.aspx Colossus Langley Address Phone Number Distance 20090 91A Avenue 604-513-8747 7 km Community Centres (with pools & weight rooms): http://www.tol.bc.ca/index.php?option=com_content&task=view&id=1274&Itemid=1026 WC Blair Address 22200 Fraser Highway Langley, BC V3A 3T2 . Phone Number Distance 604-533-6170 6 km Walnut Grove 8889 Walnut Grove Dr. Langley, BC V1M 2N7 604-882-0408 6 km NEW-- Willoughby 7888 – 200th St. Langley, BC V2Y 3J4 604.455.8821 9 km MA TESOL E-Manual 2010 Edition, page 23 Trinity Western University Join Faculty & Students at Church Here are some of the churches that faculty and local students attend. Please join us. Langley: Evangelical Free Church, 20719 48 Avenue, Langley 10:00am http://lefc.ca/ 604-530-7161 Living Waters Church (Pentecostal) 9095 Glover Road, Fort Langley 10:00 a.m. www.livingwatersassembly.ca (affiliated with the Pentecostal Assemblies of Canada). Fort Langley Evangelical Free Church, 8870 Glover Road, Fort Langley 10:00am http://www.flefc.org/ 604-888-7131 Jericho Ridge Community Church (MB) held in the Langley Events Centre, 7888 200th Street 10:30 am http://www.jerichoridge.com/ 604-629-7804 St. Joseph’s Roman Catholic Church, 20676 Fraser Highway, Langley 11:00am http://stjlangley.rcav.org/ 604-534-6458 Surrey: Grace Community Church (Korean), 9770 King George Hwy, Surrey 9:00 & 11:00am in Vancouver; 2:30pm in Surrey http://www.gracehanin.com 604-587-5230 Living Hope Christian Fellowship (Mennonite), 12246 - 100th Ave, Surrey 9:00 & 11:00am http://www.lhcf.ca/ 604-588-8109 Cloverdale Baptist, 18685 64th Avenue, Surrey 10:00am http://www.cloverdalebaptistchurch.ca/ 604-574-8799 Surrey Pentecostal Assembly 16879 – 80th Ave; just off Fraser Highway 10:30 am http://www.surreychurch.org/ 604-574-2403 MA TESOL E-Manual 2010 Edition, page 24 Trinity Western University On weekends, check out the GVRD (Greater Vancouver Regional District) It might be fun to check out the venues that were used in the Vancouver 2010 Olympic games; they are scattered around Vancouver and on the Sea to Sky highway: http://www.vancouverinfocenter.com/vancouver_2010_venues_map.html In Vancouver: For many of the activities in Vancouver, you can use the skytrain. Take the bus(es) or drive from Langley to King George Station or Scott Road. Park your car and enjoy public transportation. You can now get from the airport to downtown Vancouver – very nice! http://www.translink.bc.ca/ or ph: 604-953-3333 Science World and Omnimax Theatre http://www.scienceworld.ca/ Even if you are not a kid, you’ll love this exploring science in a new way. And don't miss the 3D and much larger-than life movies in the Omnimax Theatre. Chinatown (website down at time of emanual publication) China, right in the middle of Vancouver -- a wonderful medley of sights. Stanley Park www.seestanleypark.com You can walk, bike or rollerblade the seawall, suntan at the beaches (if our summer lasts longer), play Frisbee, swim in the pool, take a horse-drawn tour, or watch the cruise ships come and go (in early fall and late spring). The Vancouver Aquarium www.vanaqua.org Best to visit this underwater wonderland, located in Stanley Park, around feeding time. Kitsilano Beach (Kits Beach) A gorgeous beach just 10 minutes from downtown Vancouver. Granville Island http://www.granville-island.net/en/node Enjoy free entertainment, sample freshly made food in the Public Market, browse the art galleries and stores, and the Kids Only Market. Vanier Park Museum Complex A little to the west of Granville Island, Vanier Park has most of the city's main museums: the Vancouver (http://www.museumofvancouver.ca/ ), the Maritime Museum (www.vancouvermaritimemuseum.com), and the H.R. MacMillan Space Centre (www.hrmacmillanspacecentre.com). The complex sits on the waterfront at the west end of the Burrard Bridge, near Kitsilano Beach. Incorporate a visit to the museums with a trip to Granville Island by using the ferry, which docks just below the Maritime Museum. MA TESOL E-Manual 2010 Edition, page 25 Trinity Western University East of Vancouver: Hi-Knoll Driving Range & Mini-Golf (Langley/Surrey) One of the most difficult, yet fun, mini-golf courses in the lower Mainland. Located in the back part of the parking lot of the driving range. 192 Street, Surrey, BC. From TWU, take Highway 10 west and turn left onto 192. It’s about 2-3 minutes down 192. Cultus Lake A popular Beach east of Chilliwack. Has great waterslides http://www.cultus.com Take Hwy 1 east to exit #104 which takes you through Yarrow to Cultus Lake. It is 15 minutes off the highway. Harrison Hot Springs http://www.members.shaw.ca/harrisonhotsprings A large, popular beach, Harrison has a smaller swimming area that is much warmer than the large lake. You can also hike to the origin of the springs or take in the sand castle competition in September and October. Take Hwy 1 East to the Agassiz/Harrison exit (Exit #35); Take Scenic Hwy 7 north; Follow signs. Greater Vancouver Zoo in Aldergrove http://www.gvzoo.com / Take the 264th exit South off Hwy 1. The zoo is on your left. Fort Langley Historical Fort http://www.pc.gc.ca/lhn-nhs/bc/langley/index_e.asp This picturesque site houses the oldest surviving building in BC. There are demonstrations, exhibits, a cafe, and antique shops. Turn right out of TWU; follow road to Fort Langley. Turn right at IGA and follow signs. Castle Fun Park in Abbotsford http://www.castlefunpark.com/ Has mini golf, batting cages, bumper cars, go-carts and more. Take Hwy 1 east and exit at Watcom Rd. South of Vancouver: White Rock & Crescent Beach http://www.city.whiterock.bc.ca/ White Rock has a pebbly beach, and lots of great places to eat. Crescent Beach has the sand. Both are great places to saunter along the waterfront, and to watch the sunset. Take Hwy 10 west (Langley Bypass – it turns into 56th); turn left (south) on Pacific Hwy/Route 15/176th; turn right (west) on 16th; right on 148 St.; left on 17 Ave. Park anywhere along the beach (mostly pay parking). West of Vancouver: Whistler http://www.mywhistler.com/ This is a gorgeous 3-hour drive. You can stop at Shannon Falls on the way. At Whistler, you can hike up the mountain or around the lake, golf, watch mountain bikers, enjoy great food and coffee, or take the chair lifts up and across the mountains. MA TESOL E-Manual 2010 Edition, page 26 Trinity Western University DOING MA-TESOL RESEARCH The Manuscript A. Mandatory Formatting Font size: Everything, including the title page, must be Times New Roman, font size 12. Margins: All pages must have no less than 1”/2.5cm. margins all round. Double-spaced: The complete ARR must be double spaced. NOTE: Those using a Chinese/Korean word processor will have wider spaces between lines. This means more pages are needed in order to cover the same amount of information. Check the word count. Paragraphing: Indent each new paragraph about 3/4”/2 cms. Excluded from this are block quotations and the abstract. NOTE: There are no extra spaces between paragraphs. Page numbers: Number each page in the upper right hand corner, starting with the title page. (You do not need a running head.) Word Count: On the title page, give the word count of the body of the paper (minus References and Appendices). B. Mandatory Pages Title Page: Use Times New Roman, font size 12. Nothing fancy! Include all necessary information: the title, your name, the date you submitted it. It is helpful to include: the course(s) names for which this is submitted. For an example see www.chaffey.edu/writingctr/APASamplePaper.doc Table of Contents: This must use the same lettering system as your paper, i.e. I, A., 1. Abstract: Because this is a formal paper, the abstract has its own page. Rational for writing an abstract for your paper: 1) You will use this abstract when you construct your e-portfolio. 2) Abstract writing is a necessary skill for presenting at conferences or publishing articles. Ordering of ARR: title page, table of contents, abstract, main body of paper, references, appendices. C. Headings Use headings in your paper. Although APA does not use a numbering or letter system, we accept and encourage it. - Your main heading(s) should be centred and bolded; use Roman numerals. - Secondary headings are aligned with the left margin and bolded; use capital letters. - Third level headings are indented from the left margin and bolded; use numbers. Example: I. The Background A. The Setting 1. Possible Third Level MA TESOL E-Manual 2010 Edition, page 27 Trinity Western University SOURCES FOR ACADEMIC RESEARCH Research for reports, whether TPOVs or ARRs, must come from reputable sources. Do not rely on Google or other general search engines. Look for books & refereed/ peer reviewed journals. We are aiming for high confidence levels, and that comes with solid research. Please use the following scale to evaluate your references. Confidence Level Students rate the validity of their references and, thus, their TPOV using the following scale: 1 = High confidence – findings are based on a) valid & extensive references; b) by well-known authors; c) accessed through refereed journals, books, & credible institutes. 2 = Confident – findings based on a) valid & numerous references; b) by less generally recognized authors; c) accessed through refereed journals, books, & credible institutes. 3 = Somewhat confident – findings based on a) valid & sufficient references; b) but has not been refereed. This might include conference proceedings. 4 = Not really confident – findings based mainly on experience with few references. 5 = Has little supporting evidence other than experience and common sense. This is the level assigned to personal communication. Use university libraries, particularly TWU’s Online Journals A. Printed/ Hard copy Material: Books, print journals, CDs and cassettes are available from the TWU library and the MA-TESOL library. A complete list of books from both libraries is posted on the course website. Also, use the libraries in your area; you can access most Canadian universities and colleges with COPPUL card. For details, see http://www.coppul.ca/rb/rbname.html Obtain this free COPPUL card from the TWU library. B. Online Resources: Please make use of your access to the Trinity Western Library site: http://www.twu.ca/library/ It will save you hours of fruitless searching on Google, and contains mainly Confidence Level 1 & 2 articles. NOTE: To get started right, use the TESOL tutorial provided by our TWU Library staff. Click on Article (Databases). Click on TESL/ MA TESOL. Look under Other Resources: Finding TESOL Articles tutorial. MA TESOL E-Manual 2010 Edition, page 28 Trinity Western University A. Use the Linguistics and Language Behavior Abstracts Database: 1. Go to the TWU library site: www.twu.ca/library/ 2. Click on Article (Databases). 3. Click on TESL/MA-TESOL. 4. Click on Linguistics and Language Behavior Abstracts. 5. Type in your name and pin number. (Your agape email user name and pin.) Click on Submit Query. 6. Click on Advanced Search. Type in clear search terms, or an author, or the title of an article. Don’t forget to use the little dropdown box that says “Anywhere”, changing it to fit your particular search. 7. To ensure a high credibility level, choose Peer-reviewed Journals & Books. 8. Skim the results and choose an article; click on Check your library. 9. Click the Search button. 10. Check the dates, and click on the link to access the article. 11. When you have found the article, you can choose either an html or pdf version. Your searches in Linguistics and Language Behavior Abstracts, will lead you to these four main databases. 1. Academic Search Premier which has Journal of Multilingual & Multicultural Development, Canadian Modern Language Review, International Journal of Bilingual Education & Bilingualism, IRAL, College Student Journal, Journal of Second Language Writing, Language Teaching Research, Second Language Research, Journal of Reading, Reading Teacher, and the list goes on. 2. Communication and Mass Media has the following journals: Language Learning, Modern Language Learning, International Journal of Applied Linguistics, Journal of Sociolinguistics, Language Teaching Research, and more. 3. EBSCO EJS has TESOL Quarterly; English Teaching Professional; World Englishes, and much more. 4. Science Direct has Assessing Writing; English for Specific Purposes; Journal of English for Academic Purposes; Journal of Second Language Writing; Reading and Writing; System; Teaching and Teacher Education, and more. MA TESOL E-Manual 2010 Edition, page 29 Trinity Western University B. Search within individual journals: 1. Go to the TWU library site: www.twu.ca/library/ 2. Click on TWU Journal List. 3. Type in a journal name. i.e. TESOL Quarterly, Journal of Second Language Writing, System & others. Click on “Search”. 4. Click on the blue link that comes up – one of the databases, and follow the links to your specific journal. o Somewhere here, you need to sign in. 5. Do a search within the journal itself. 6. Click on the "Full Text and Links" and the article will appear. If you want the PDF, you may need to right click and open in a new tab or window. C. Other options on the TWU Library Page: - Under Research Resources, click on More Resources. - Under Other Resources, click on: o Research Strategies (book) This is a book (print and online) written by William Badke, a TWU librarian, that will greatly help you get into learning how to research. The full book (2008) can be bought for $6 US from http://www.iuniverse.com/bookstore/BookDetail.aspx?BookId=SKU000063139 o ebook Collections. Click on Click here to search the TWU netLibrary eBook Collection. MA TESOL E-Manual 2010 Edition, page 30 Trinity Western University Use online databases A. Center for Applied Linguistics http://www.cal.org/resources/index.html Give yourself time to navigate this site. Start with the Clearinghouses/ Centers and then the Databases/Directories. There’s lots of stuff if you are patient. B. National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu This is a wealth of information, but do it on a day when you have LOTS of patience. Links lead to some excellent research and classroom teaching ideas. Comes from the ‘big guns’: the US Department of Education, the Office of English Language Acquisition Language Enhancement, and Academic Achievement for Limited English Proficiency Students (OELA). C. ERIC (through http://www.eric.ed.gov/) & ERIC Digests (through http://www.ericdigests.org/) ERIC (Educational Resources Information Center) collects information on education. It publishes two types of items: EJ & ED. EJ are journal publications; ED are non-journal publications. The following explanation is taken from http://library.webster.edu/online/educ20.html ERIC journals ERIC documents Journal articles are designated with the letters EJ and a six-digit accession number (ex. EJ382145). ERIC documents are designated with the letters ED and a six-digit accession number (ex. ED401296). EJ materials are all articles published in magazines or scholarly journals. Document materials usually fall into the category of nonjournal literature (i.e. books, chapters, theses, dissertations, reports, surveys, teaching guides). Journal articles are a good choice for research information, and many are refereed or peer-reviewed. ERIC documents generally are not refereed or peerreviewed. Because journals are published fairly often, usually a few times a year, they're a great way to find recent information. You may choose to search the documents when you have a new, hot topic, or if you're looking for "cutting-edge" information, because the documents include conference proceedings and papers (which are presented before they're even published in a journal). MA TESOL E-Manual 2010 Edition, page 31 Trinity Western University For more information on ERIC see http://www.lib.umn.edu/libdata/page_print.phtml?page_id=1472#toc49255 So, be smart when selecting articles. You want the majority of your sources to be a high confidence level. 1. When searching www.eric.ed.gov, click on “Advanced Search” and fill in the descriptors; check the “Full-text availability”; also suggest you check which type of publication you wish (i.e. “Journal Articles”). Then when you have the list of articles, pay close attention to the “Peer-reviewed” slot. Not all journal publications are from peer-reviewed journals. 2. When searching www.ericdigests.org, be cautious. Most documents are not refereed. Some come are from scholarly research-based & researched-focused centres or institutes, which have a high confidence level; however, many do not. Use free online journals As of July 6, 2010 the following activated links led to free online (language learning related) journals. Please notify Kay McAllister when you find more online journals. The following section has FREE refereed journals, with many – not all -- articles being a Confidence level 1 or 2. Asian EFL Journal http://www.asian-efl-journal.com/index.php This international publication covers both research papers and contextualized reports on language teaching around the world. The content is solid, but the writing is not always excellent academic English – so, be careful when quoting them! The following journals grew out of this journal, often with a specific cultural focus. Again, be aware that the writing is not always MA-TESOL standard. Asian ESP Journal http://www.asian-esp-journal.com/ Journal of English as an International Language http://www.eilj.com/ Linguistic Journal http://www.linguistics-journal.com/ Philippines ESL Journal http://www.philippine-esl-journal.com/ Chinese EFL Journal http://www.chinese-efl-journal.com/ Iranian EFL Journal http://www.iranian-efl-journal.com/ MA TESOL E-Manual 2010 Edition, page 32 Trinity Western University Some journals by the American Educational Research Association (AERA): Selected highlights from AERA journals: http://www.aera.net/publications/Default.aspx?menu_id=32&id=308 AERA has six journals, each targeting specific aspects of educational research. Check out the free journals and decide if you wish to become a member and, thus, have access to all archived journal articles. Critical approaches to discourse Analysis Across Disciplines (CADAAD) http://www.cadaad.org/journal This journal is new to me, but looks promising, especially with our focus on discourse analysis. International Journal of Multicultural Education (2007- present) http://ijme-journal.org/index.php/ijme/issue/archive Electronic Magazine of Multicultural Education (1999- 2006) http://www.eastern.edu/publications/emme/ This first journal replaces the second. Both contain articles, teaching ideas and resource reviews of art, literature, films & videos, and websites. Most issues are thematic, i.e. ‘Cultural Narration’ or ‘Gender, Identity and Politics.’ International Education Journal: Comparative Perspectives (2007 – present) http://www.iejcomparative.org/current_issue.php International Education Journal (1999 – 2007) http://ehlt.flinders.edu.au/education/iej/articles/mainframe.htm The first journal replaces the second. Both publish articles covering the broad spectrum of education: “human development, learning, school education, formal and informal education, tertiary and vocational education, industry training and lifelong learning.” Both contain contributions from around the world, giving them an international flavour. Journal of Language Teaching http://ajol.info/index.php/jlt/index Written for the African context. I was not able to access anything but this page; maybe you can find more. Journal of Literacy Research http://www.nrconline.org/cgi/jlrlibrary.cgi Articles display research on “all aspects of reading and writing including the interrelationships among the various uses of language that affect literacy.” Some full text archived articles are available. Published by the National Reading Conference, Chicago, IL. MA TESOL E-Manual 2010 Edition, page 33 Trinity Western University Kairos http://kairos.technorhetoric.net/index.html Kairos explores “the intersections of rhetoric, technology & pedagogy”. It is unique in that is embraces the web as a unique form of communication with articles posted as webpages with links, not word or PDF documents. (The) Language Teacher http://jalt-publications.org/tlt/archive/main.php Put out by the Japan Association for Language Teaching, addressing language education particularly in Japan. There is (at least) a 12-month embargo. Language Learning and Technology http://llt.msu.edu/ This is a fully refereed journal focusing “not [on] technology per se, but rather [on] issues related to language learning and language teaching, and how they are affected or enhanced by the use of technologies.” Sponsors are the University of Hawaii and Michigan State University; cosponsors come from around the world. Practical Assessment, Research and Evaluation http://pareonline.net/Home.htm As the journal title suggests, PARE focuses on assessment; its focus is “at the local education agency (LEA) level.” Excellent resource for the Assessment course. Reading in a Foreign Language http://nflrc.hawaii.edu/rfl/ An international journal, focusing not just on English, but on foreign language teaching in general. Sponsored by the National Foreign Language Research Center and the University of Hawaii. (The)Reading Matrix: An International Online Journal http://www.readingmatrix.com/journal.html Recommended by an MA-TESOL grad. Teacher Education Quarterly Online http://www.teqjournal.org/back_issues.htm 2010 & 2000 issues are under subscription; 2008 and earlier is available free in pdf form. Teaching with Technology http://www.iatefl.org.pl/call/callnl.htm The focus of this journal is, as the title suggests, on the use of computers, computer software and the internet in teaching and learning languages. Click on MA TESOL E-Manual 2010 Edition, page 34 Trinity Western University “Previous Issues” and then the Zipped or PDF links. Some work; some don’t. From IATEFL Poland Computer Special Interest Group. MA TESOL E-Manual 2010 Edition, page 35 Trinity Western University TESL Electronic Journal http://www.tesl-ej.org/wordpress/ A good starting place for research, with a very readable writing style. Most articles are well-researched articles (this is a refereed site), and the reviews of books, textbooks, and media are very helpful. (Check out a review written by one of OUR MA students: http://www.teslej.org/wordpress/issues/volume14/ej53/ej53r8/ TESL Canada Journal http://www.teslcanadajournal.ca/index.php/tesl/issue/archive Delighted to have our national TESL magazine online. (The) Turkish Online Journal of Educational Technology http://www.tojet.net/ New to my mailbox; doesn’t appear to be peer-reviewed. University of Sidney Papers in TESOL http://www-faculty.edfac.usyd.edu.au/projects/usp_in_tesol/ Appears to be published once or twice a year; nothing so far for 2010. I’d be interested in knowing if this resource has been used by you. This second section is helpful when looking for ideas for materials and classroom techniques. Do not depend on these journals for Confidence Level 1 & 2 articles. English Teaching Forum Online http://exchanges.state.gov/englishteaching/forum-journal.html While this is a refereed journal, many of the articles have sparse referencing, giving them a Confidence Level 3. The journal, however, is an excellent one for teachers of English as a foreign or second language, giving a wealth of how-to information. ESP World http://www.esp-world.info/contents.htm This web-based journal from Russia does not appear to be refereed; however, it has many articles that are worth perusing. Humanising Language Teaching http://www.hltmag.co.uk/ Many, many ideas for creative language classrooms. Check it out for materials and skills courses. A publication from the UK (lots of big names from Britain publish here, i.e. poems from Michael Swan) with a strong international European flavour. MA TESOL E-Manual 2010 Edition, page 36 Trinity Western University International Journal of Foreign Language Teaching (IJFLT) http://www.tprstories.com/ijflt/index-fall08.htm#past It seems a little misleading to call this an international “journal”, but possibly it is the pop-look that is rather off-putting, plus the fact that Krashen’s theories appear to underlie all articles (and the fact that its domain is linked to TRP Storytelling). In other words, although the website states that the ‘journal’ is peer-reviewed; I have placed it at a lower confidence level. I would be happy to hear your reviews on this journal. Internet TESL Journal http://iteslj.org This non-refereed journal publishes “things that are of immediate practical use to ESL/EFL teachers.” While most articles will not give the research needed for an MA program, this site is very helpful for classroom techniques and materials. Journal of Imagination in Language Learning http://www.njcu.edu/CILL/journal-index.html For all the right brained teachers out there, this a site to warm your heart – a site where art, music, dance, theatre, poetry, literature, and even opera are encouraged as a vital part of language learning. It appears to have stopped publication in 2003. Websites for ESL Professionals Check these out for membership, conference dates, and just generally to see what is happening in the big, wide world of ESL in North America. BC TEAL (BC Teachers of English as an Additional Language) http://www.bcteal.org/ CETC (Christian English Language Educators Association) http://www.celea.net/ ESL PSA (English as a Second Language Provincial Specialist Association) From the BC Teachers’ Federation; for K-12 teachers http://bctf.ca/eslpsa/ TESL Canada http://www.tesl.ca/ TESOL (Teachers of English to Speakers of Other Languages) USA http://www.tesol.org Check these for overseas information & conferences. Pan-Asian Consortium of Conferences http://www.pac-teach.org/ RELC – Regional Language Centre in Singapore http://www.relc.org.sg/ TESOL Asia http://www.tesol.asia/ International TESOL Accrediting Authority http://www.i-taa.com/ MA TESOL E-Manual 2010 Edition, page 37 GUIDELINES FOR REFERENCING -- APA (5th or 6th Edition) Modified for the TWU MA-TESOL online program I recommend we modify APA citation method slightly to better facilitate our collaborative work. 1) Instead of using initials for first name, use the full name. i.e. Harmer, J., > Harmer, Jeremy. 2) On the reference page, include information on where the article is accessed, especially the URLs. Remember -- To avoid plagiarism, you must cite or make reference to your source for all QUOTES, as well as IDEAS which you have paraphrased or summarized in your writing. Remember – Inaccurate or incomplete references are “an annoyance to further investigators and a monument to the writer’s carelessness” (Bruner, cited in APA, 2001, p. 216). In-text (Parenthetical) Citation (citing sources as you write) Note: The spacing and punctuation is set: please note the placement of commas, spacing, etc. 1. If you quote directly, you must cite the author’s surname, the date & the exact page number(s) where the quote is found. With online sources, give the paragraph number (a few journals mark them for you with the paragraph sign ¶) or the section (i.e. introduction). If this proves unworkable, don’t fuss. The quoted words should be introduced by a lead-in, & must be reproduced exactly and set off in quotation marks. According to Harmer (1991), “learning a language should be as meaningful as any other social activity” (p. 7). Drawing on SLA research, it has been argued that “notions about the interference of one language [ASL] upon another [English] coincide with arguments in bilingual education” (Allen, 2002, Introduction). NOTE: For examples on how to omit or insert material, or add emphasis, see APA Pub Manual, p.117121, or http://owl.english.purdue.edu/handouts/print/grammar/g_quote.html 2. If you paraphrase or summarize or use an idea that is not your own, you must give credit. Cite the author’s surname & the date. Do not use quotation marks. (Page numbers are not normally given, but providing them may greatly assist your fellow MA-TESOLers.) Thompson (1984) notes that, although the relative clause is rarely used in informal spoken English, it is one of the key structures in describing statistical information. Although the relative clause is rarely used in informal spoken English, it is one of the key structures in describing statistical information (Thompson, 1984). 3. If you do not have the resource where the quote or idea originates but are reproducing the quote or idea from another source, cite the original source indirectly as follows: Clarke (cited in Manley, 1985, p. 44) states that “the teaching of the speaking skill is more demanding on the teacher than any other skill. For this reason many teachers give up the attempt to teach it.” In fact, “the teaching of the speaking skill is more demanding on the teacher than any other skill. For this reason many teachers give up the attempt to teach it” (Clarke, cited in Manley, 1985, p. 44). In the examples above, Manley (1985) is on the reference page. Clarke is not. Cite the date of Manley’s book, NOT Clarke’s. NOTE: Do not do this often. Find the original source. Don’t be lazy! McAllister Revised 2009 38 4. If the same source is cited more than once in a single paragraph, state the date once within that paragraph. However, if you use the same source in a new paragraph, the date must be cited again. According to Chomsky (1959), the potential for language learning is innate… If the language acquisition device or LAD (Chomsky) actually exists, language teachers can rest assured that … 5. If there is more than one author for your quote or idea, follow these guidelines: a) If there are 2 authors, cite both authors’ surnames each time the reference appears. Sexual-selection theory often has been used to explore patters of various insect mating (Alcock & Thornhill, 1983)... Alcock and Thornhill go on to state that “the transposition onto the human species of patterns observed in a non-human species is problematic” (p. 145). b) If there are 3 - 5 authors, cite all surnames the first time the work is referenced; then only the first name in the list plus et al. for subsequent references. Frantz, Smith, Jones and McCurdy (1977) argue that… If Frantz et al. are correct, then … c) If there are 6 or more authors, cite only the name of the first author followed by et al. Emotional stress can lead to an early death (McCurdy et al., 2001). 6. If the author is a group (associations, government agencies), give enough information in the in-text citation for the reader to find it on the reference page. Abbreviations are acceptable after the first mention. a) Entry on reference page: Toronto Catholic District School Board (TCDSB). (1999). The LINC 4 & 5 curriculum guidelines: A computer-integrated curriculum based on Canadian language benchmarks 4-6. Toronto, ON: Author. b) First in-text citation: (Toronto Catholic District School Board [TCDSB], 1999). c) Subsequent in-text citations: (TCDSB, 1999). 7. If there is no author (some web pages, newspaper articles), cite the first few words from the reference page list (usually the title), and the date. Use double quotation marks around the title of an article or chapter; use italics for the title of a website. a) Entry on reference page: onestopenglish. (n.d.). Macmillan Publishers Ltd. Available May 11, 2007 from http://www.onestopenglish.com/ b) In-text citation: (onestopenglish, n.d.). ANYTHING CITED IN YOUR PAPER MUST BE LISTED ON YOUR REFERENCE PAGE – USING THE SAME NAME(S)/ TITLE. NOTE: There is one exception to the above rule – that of Personal Communications. These include memos, letters, emails, personal interviews and conversations. For in-text citation, give the person’s name and as exact a date as you can. In an email, Ron Braid stated that, although formal library ‘classes’ are not available, students should be encouraged to come individually or as informal groups to take advantage of the librarians’ guidance when searching for both printed and online materials (personal communication, January 23, 2004). These personal communications are NOT included on the reference page because they are not “recoverable data.” McAllister, Revised 2010 39 Reference Page (a list of your resources at the end) General Guidelines: a. The family name/surname comes first. This is followed by a comma, a space and the initials of the first (and second) name. (However, I am recommending that, for the MA course, we use complete first and second names.) In current TESL Canada Journals, Asian names follow the same pattern, i.e. Zhao, C., so, for our courses, I recommend citing in this fashion: Choi, Hye Jeong. (Choi is the surname; Hye Jeong the first name.) If the author of a document is not identified, begin the reference with the title of the document. Ensure the first words of this title are the ones use in your in-text citations. b. The date follows the author’s name. It is in parenthesis followed by a period and a space. If there is no date, use (n.d.). c. Italics are use for the title of a book, journal, magazine, or website – the ‘big’ publication. d. APA uses lower-case letters for the titles of books and articles, but NOT for magazines and journals. e. Follow given examples. I’ve tried to provide you with models for the most common references. If you can’t find what you need, follow these directions given in the 5th edition of the APA Publication Manual: How to proceed if a reference example you need is not in this [paper]. The most common kinds of references are illustrated herein. Occasionally, however, you may need to use a reference for a source for which this [paper] does not provide a specific example. In such a case, look over the general forms…and the examples…; choose the example that is most like your source, and follow that format. When in doubt, provide more information rather than less. (p.232) The final authority for all citation is the Publication Manual of the American Psychological Association, 5th or 6th edition. f. If you can’t find what you need, check a) the Publication Manual of the American Psychological Association, 5th or 6th ed. or b) the following websites: http://owl.english.purdue.edu/handouts/research/ r_apa.html http://owl.english.purdue.edu/owl/resource/560/10/ http://www.apastyle.org/apa-style-help.aspx where you can find a Free Tutorial on APA. http://www.bedfordstmartins.com/online/cite6.html g. Use the following list of abbreviations: chap. ed. Rev. ed. 2nd ed. Ed. (Eds.) n.d. No. Trans. p. (pp.) Vol. vols. chapter edition revised edition second edition Editor (Editors) no date Number Translator(s) page (pages) Volume (as in Vol. 4) volumes (as in 4 vols.) McAllister, Revised 2010 40 DOIs A DOI (digital object identifier) is a permanent identifier used most commonly for electronic documents. Some books and articles will have it; others won’t. If it’s there, include it in your reference; if you can’t find it, do NOT fuss! If you access research from online sources that do not have a corresponding print format, the APA Publication Manual stresses that you should: 1) cite specific documents rather than home pages 2) ensure that your URLs work 3) provide the full date given in the publication _______________________________________________________________________________ A. Books Author, Bee Cee. (date). Title of book. Location: Publisher Author, Bee Cee. (date). Title of book. Retrieved from http://www.tttttttttttttttt Author, Bee Cee. (date). Title of book. doi:tttttttttttttt Editor, Dee Fee. (date). Title of book. Location: Publisher Examples of book with one author: Hughes, Arthur. (1989). Testing for language teachers. Cambridge: Cambridge UP. Examples of book with more than one author: (I’ve used semicolons to make name breaks clearer.) When a work has up to (and including) six authors, cite all authors. Celce-Murcia, Marianne; Brinton, Donna M.; & Goodwin, Janet M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge UP. Bardovi-Harlig, Kathleen; Mahan-Taylor, Rebecca. (n.d.) Teaching pragmatics. Retrieved from http://exchanges.state.gov/englishteaching/resforteach/pragmatics.html When a work has more than six or more authors, cite the first surname followed by et al. Johansson, L. et al. (2000). Canadian language benchmarks 2000: ESL for literacy learners. Ottawa: Canadian Language Benchmarks. Example of an edited book: Murphy, John & Byrd, Patricia. (Eds.). (2001). Understanding the courses we teach. Ann Arbor, MI: University of Michigan Press. Example of subsequent editions of a book: Harmer, Jeremy. (1991). The practice of English language teaching (2nd ed.). New York: Longman. __________________________________________________________________________________ B. Edited Books Author, Bee Cee. (date). Title of chapter. In Dee Fee Editor (Ed.). Title of book (pp. 123-234). Location: Publisher. Author, Bee Cee & Author, Gee Hee. (date). Title of chapter. In Dee Fee Editor & Kee Jee Editor (Eds.). Title of book (pp. 123-234). Retrieved from http:www.ttttttttttttt Author, Bee Cee & Author, Gee Hee. (date). Title of chapter. In Dee Fee Editor & Kee Jee Editor (Eds.). Title of book (pp. 123-234). doi:tttttttttttttttttttt McAllister, Revised 2010 41 Example of an article or chapter in an edited book: (Use pp.) Block, James H. (1981). Promoting excellence through mastery learning. In Henry A. Giroux, Anthony N. Penna & William F. Pinar (Eds.), Curriculum and instruction (pp. 161-176). Berkeley, CA: McCutchan Publishing Company. Cole, Michael & Gajdamaschko, Natalia (2007). Vygotsky and culture. In Harry Daniels, Michael Cole & James V. Wertsch (Eds.) The Cambridge Companion Vygotsky. doi: 10.1017/CCOL0521831040.009 Example of a book without an author or editor: Merriam-Webster’s collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster. ____________________________________________________________________________________ C. Periodicals Author, Bee Cee & Author, Dee Fee. (date). Title of article. Title of Periodical, ##(#), page numbers. Author, Bee Cee & Author, Dee Fee. (date). Title of article. Title of Periodical, ##(#), page numbers. doi: ttttttttttttttttt Author, Bee Cee & Author, Dee Fee. (date). Title of article. Title of Perdiocial, ##(#), page numbers. Retrieved from http:www.ttttttttttttt Examples of a Journal Mclean, Terrence. (2004). Giving students a fighting chance: Pragmatics in the language classroom. TESL Canada Journal, 22, 72-92. Wong, J., & Waring, H. Z. (2009). 'Very good' as a teacher response. ELT Journal, 63(3), 195-203. doi: 10.1093/elt/ccn042 Dalton, David F. (2008, April). The foreign language engineering writer: What makes a readable memo report? The Asian ESP Journal, 4(2). Retrieved from http://www.asian-espjournal.com/July_2008_dd.php Examples of an advanced publication available only online Tavakoli, P. (2010). Pausing patterns: Differences between L2 learners and native speakers. ELT Journal. Advance online publication. doi: 10.1093/elt/ccq020 Examples of a Magazine and a Newspaper (Use full publication date for monthlies & weeklies; magazines don’t use pp, but newspapers do.) Deacon, James. (2004, June 7). Jarome and the red ‘C’. Maclean’s, 46-48. Bell, Stewart. (2004, May 31). Islamist rage unsettles nation. National Post, pp. A3, A7. Taiwanese businessmen “invade” China with investments. (2002, October 24-November 6). The Asian Pacific Post, p. 5. ___________________________________________________________________________ McAllister, Revised 2010 42 D. Other Online Resources Example of an article/ document from a website – with an author: Pawlikoswka-Smith, Grazna. (2000). Canadian language benchmarks 2000: English as a second language – For adults. Ottawa, ON: Citizenship and Immigration Canada. Retrieved from www.language.ca Examples of an article/ document from a website – no author: Usually the main website name is first (in the author slot), then the full copy write date, then the specific page name. Follow this with the publisher, if there is one. Then give the URL. If there is an author, use citation above. British Columbia Ministry of Education (BC Ministry). (2001). ESL standards. BC: Author, Special Programs Branch. Retrieved from http://www.bced.gov.bc.ca/esl/ Developing Teachers.com: A web site for the developing language teacher. (2000-2009). Teaching Tips48. Retrieved from http://www.developingteachers.com/tips/pasttips48.htm Examples of a complete website: (Spell the name EXACTLY as stated on the website.) Developing Teachers.com: A web site for the developing language teacher. (2000-2009). Retrieved from http://www.developingteachers.com/ onestopenglish (n.d.). London, UK: Macmillan Publishers Ltd. Retrieved from http://www.onestopenglish.com/ Examples with ERIC (through http://www.eric.ed.gov/) & ERIC Digests (through http://www.ericdigests.org/) This is my current recommendation based on TESL Canada Journal articles. I’ve added the URL for MA convenience; technically, it is not needed. McEachern, William Ross. (1990, March). Supporting emergent literacy among young American Indian students. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ED319581). Retrieved from http://www.ericdigests.org/pre-9215/indian.htm Zha, Shenghua; Kelly, Paul; Park, MeeAeng Ko; Fitzgerald, Gail. (2006). An investigation of communicative competence of ESL students using electronic discussion boards. Journal of Research on Technology in Education, 38(3), 349-367. (EJ728909). Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/5b/5f.pdf **NOTE: Please see Confidence Level information on ERIC on page 28. ____________________________________________________________________________________ E. Other Resources Corporate author/ government agency as publisher: Give an abbreviation for in-text citation. British Columbia Ministry of Education (BC Ministry). (2001). English as a Second Language standards. BC: Author, Special Programs Branch. Unpublished paper / Poster session presented at a conference: (Use year & month.) McAllister, Lawrence. (2004, May). Verb tense gets framed. Paper presented at the BC TEAL 36th Annual Conference, New Westminster, BC. Temple, Edward. (2004, May). Collaborative book club book reports. Poster session presented at the BC TEAL 36th Annual Conference, New Westminster, BC. McAllister, Revised 2010 43 Hard copy unpublished work: dissertations and theses Kristjansson, Carolyn. (2003). Whole-person perspectives on learning in community: Meaning and relationships in teaching English as a second language. Unpublished doctoral dissertation. University of British Columbia, Vancouver, Canada. Class notes & TPOVs Using course work shows your profs and fellow students that you value their material. But, remember, it is better to use your TPOVs as portals to the original courses. Try to quote the original source instead of course work wherever possible. Do not give the link as it is not accessible to the public. ** Use this format for ALL TPOV referencing. Names are listed in order of assigned roles. Cheong, Jennifer; Ulyasheva, Olga; Bains, Parveen; & Mahmood, Fatimah. (Spring 2009). Constructivism. Module 1 TPOV for Ling 518 Curriculum and Program Development, MA TESOL, TWU, Langley, BC ANYTHING LISTED IN YOUR REFERENCE PAGE MUST BE CITED AT LEAST ONCE IN YOUR PAPER McAllister, Revised 2010 44 References Block, James H. (1981). Promoting excellence through mastery learning. In Henry A. Giroux, Anthony N. Penna & William F. Pinar (Eds.), Curriculum and instruction (pp. 161-176). Berkeley, CA: McCutchan Publishing Company. British Columbia Ministry of Education (BC Ministry). (2001). ESL standards. BC: Author, Special Programs Branch. Available May 11, 2007 from http://www.bced.gov.bc.ca/esl/ Developing Teachers.com: A web site for the developing language teacher. (2000-2009). Teaching Tips48. Retrieved from http://www.developingteachers.com/tips/pasttips48.htm Harmer, Jeremy. (1991). The practice of English language teaching (2nd ed.). New York: Longman. McEachern, William Ross. (1990, March). Supporting emergent literacy among young American Indian students. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ED319581). Retrieved from http://www.ericdigests.org/pre-9215/indian.htm Mclean, Terrence. (2004). Giving students a fighting chance: Pragmatics in the language classroom. TESL Canada Journal, 22, 72-92. onestopenglish. (n.d.). Macmillan Publishers Ltd. Retrieved from http://www.onestopenglish.com/ Sheakoski, Megan. (2008, April). Language Experience Approach: A teaching strategy to increase decoding and reading comprehension. Retrieved from Suite 101 website: http://primary-schoolcurriculum.suite101.com/article.cfm/language_experience_approach Webb, Stuart & Kagimoto, Eve. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly 42(1), 55-77. Wong, J., & Waring, H. Z. (2009). 'Very good' as a teacher response. ELT Journal, 63(3), 195-203. doi: 10.1093/elt/ccn042 Zhou, Jie. (1999). How can a Chinese teacher of English succeed in oral English classes? The Internet TESL Journal, 5(7). Retrieved from http://iteslj.org/Articles/Zhou-SuccessfulTeacher.html McAllister, Revised 2010 45
