Heraclitus wrote “there is nothing permanent except change” which helps explain why NM TESOL is experiencing a refresh. NM TESOL was reestablished in 2008, and ten years later here we are again hitting the refresh button to update our website and social media presence, our membership list, and our professional development opportunities.
Since this is a non-profit organization managed by volunteers, we are counting upon your input to help make NM TESOL a more vibrant useful resource in the educational community in New Mexico. Laura McIndoo and Amy Christensen are acting as Co-Presidents until the official election in December. They hope to be joined by three other interested New Mexican educators to fill the remaining board member roles of Secretary, Newsletter Editor, and Web Coordinator.
Please consider being someone who helps us make these changes. The board meetings are held online once a month and the job descriptions are below.
If you don’t have the time to serve as a board member, we would still value your input on how to make NM TESOL a more user-friendly organization. We will be creating a Survey Monkey poll after the New Year to solicit your ideas.
In the meantime, look for an email announcing our social media updates as well as information about our first workshop in the spring. To conclude, Andy Warhol states “they always say time changes things, but you actually have to change them yourself.” We look forward to getting your help to change and improve NM TESOL!
If you are interested in one of the following positions, please contact us at firstname.lastname@example.org.
- Vice President: performs all of the duties and responsibilities of the President in the absence of, or as directed by, the President. In addition, this person takes responsibility for professional development activities and chairs the annual conference. May be assigned special projects by the President.
- Secretary: records minutes of board meetings and other special meetings needed for organizational activities; submits a copy of minutes for approval at each board meeting
- Newsletter Editor (known also as Director B ): Director B has responsibility for creating the association’s newsletter as well as soliciting content.
NMTESOL in its present-day iteration has been around since 2008. In these 10 years, we have held numerous state-wide conferences as well as local workshops, produced a regular newsletter, greeted foreign visitors, and even have begun a professional journal.
Currently, the organization is suffering from a decline in membership and as a result, participation and leadership. We were unable to enlist anyone to fill several open Board positions. There will be added vacancies by the end of the year. We seek to restructure the organization to better reflect and meet the needs of the membership, but we will be unable to move forward without leadership on the Board and member ownership. This ownership will allow the professionals of New Mexico to have an International TESOL affiliate organization. In order to do so, we are opening up our board meetings to members, starting in May.
Our first open board meeting will be on May 19th, 2018 at 2 PM. Click this link to join: https://hangouts.google.com/group/Q8LIgRH6hRvqCGrs2
The New Mexican immigrant, refugee, and indigenous second language learner communities continue to have a profound need for various services including English language instruction. While the number of certified ESL teachers in New Mexico has been reduced due to declining state funding, the number of instructors and tutors who serve ESL students in our state remains high.
We would like to continue to support the state with professional development opportunities and want to engage those in the classroom to help us define what those opportunities look like.
By opening up the meeting to members, we hope to meet some specific goals. Goals of the first meeting include:
- defining and promoting leadership opportunities
- soliciting service and participation to keep the organization alive and moving forward
If you cannot attend on the 19th, please send your comment and ideas by Friday, May 18th to nmtesol at gmail dot com.
We look forward to your attendance and contributions.
Amy Zhupikov, Vice-President
Dean Sundberg, Treasurer
Penny Mortier, Secretary
Ruth Cisneros, Newsletter Editor
NYU Abu Dhabi study tested bilingual students to see which parts of the brain are engaged when switching between languages, and the results could contradict previously held beliefs about ‘bilingual advantage’
The very first year I taught middle school science, I found myself teaching more reading lessons than I had ever expected—and that didn’t change when I switched to a middle school math classroom two years later. Add in the fact that I had several English language learners in my class, and my lessons on mitochondria and tetrahedrons largely started with basic vocabulary and sentence flow instruction.
But looking back, I shouldn’t have been surprised. It’s not just the Language Arts or Reading teacher’s sole responsibility to teach literacy. In fact, teaching literacy is connected to any and every subject—and it’s only getting more necessary as the online and offline worlds become more intertwined.
Schoolchildren who read and write at home with their parents may build not only their academic literacy skills, but also other important life and learning skills, a recent study found.
The project, a study by researchers at the University of Washington, followed children for five years, either grades one through five or three through seven. It looked at their reading and writing activities at home, their school progress and their skills, both according to their parents’ reports and according to annual assessments.
One of the most notable identifiers of someone whose primary language is not English is speaking with an accent. While accents vary in English in different countries — and even by region within those countries — for most native speakers it is easy to tell if someone learned English later in life.
Interestingly, there are many people who spoke a language other than English as a child, learned English and now have native pronunciation in English. This generally occurs when people learn English (or another language) early in their life or during childhood.