PRTESOLGRAM Aug 2011

P R T E S O L - G R A M! AUGUST 2011

PRTESOL-GRAM
A publication of the Puerto Rico Teachers of English to Speakers of Other Languages

38th PRTESOL Annual Convention and Exhibit
Plenary Speakers
Jackie,
Values,
and
Baseball
Sharon
Robinson
is
the
author
of
many
works
of
fic3on
and
nonfic3on.
She

has
wri7en
several
widely
praised
books
about
her
father,
baseball
legend

Jackie
Robinson,
including
Jackie’s
Nine:
Jackie
Robinson’s
Values
to
Live
By,

Promises
to
Keep:
How
Jackie
Robinson
Changed
America,
and
her
new
picture

book,
TesFng
the
Ice,
illustrated
by
Kadir
Nelson.
In
addi3on
to
her
wri3ng

career,
Ms.
Robinson
is
an
educa3onal
consultant
for
Major
League
Baseball.

In
this
capacity,
she
oversees
school
and
community-‐based
educa3onal

Sharon
Robinson programs.

Ms.
Robinson
is
Vice
Chairman
of
the
Jackie
Robinson
Founda3on

and
serves
on
the
boards
for
the
Roberto
Clemente
Sports
City
Complex
in

Carolina,
Puerto
Rico.
Integra9on
of
Ethics
and
Values
in
the
Curriculum
Dr.
Paul
Begley
is
a
professor
of
educa3onal
leadership
at
Nipissing

University
in
Canada
and
execu3ve
director
of
UCEA
Center
for
the
Study
of

Leadership
and
Ethics.

He
was
a
full
professor
at
Penn
State
un3l
2009.

He

was
a
school
teacher
and
school
principal
before
working
at
the
university

level.

He
was
awarded
the
Master
Professor
Award
by
the
University
Council

for
Educa3onal
Administra3on.
The
UCEA
Master
Professor
Award
is
given
to

an
individual
faculty
member
whose
record
is
so
dis3nguished
that
the
UCEA

must
recognize
this
individual
in
a
significant
and
3mely
manner.
In
addi3on,

Dr.
Begley’s
teaching
and
research
interests
focus
on
all
aspects
of
school

leadership,
including
the
influence
of
values
and
ethics
on
school
leadership

Paul
Begley prac3ces.

Neuroscience
Applica9ons
to
Teaching
English:

How
Teachers
Build
Brain
Capaci9es
That
Reduce
Bullying
and
Drop-‐
out
Rates
Dr.
Martha
S.
Burns
is
an
Associate
Adjunct
Professor
at
Northwestern

University
and
serves
as
a
Senior
Clinical
Specialist
for
Scien3fic
Learning

Corpora3on.
She
was
a
prac3cing
Speech-‐Language
Pathologist
for
over

thirty
years.
Dr.
Burns
has
published
numerous
journal
ar3cles
and
three

books
on
the
neurological
basis
of
speech
and
language.
Dr.
Burns
is
an

engaging,
dynamic
and
well
organized
presenter
who
offers
cuZng-‐
edge
informa3on
that
is
essen3al
to
today’s
prac33oner.
Her
special

talent
is
her
ability
to
take
complex
informa3on
and
present
it
in
a

Martha
S.
Burns clinically
meaningful
and
prac3cal
way.

! PAGE 1


The
mo7o
of
the
Boy
scouts
is

“Be
Prepared”.
As
the
month
of

Ed rn
August
approaches,
you
and
I
need
to

ito er
be
prepared
to
receive
our
new
students

Co
for
the
upcoming
school
year.
There
are

r ’s
PRTESOL-‐Gram
some
important
items
that
should
be
in
your

Table
of
Contents
first
aid
kit.
Use
this
checklist
to

Editor’s
Corner:
A
First
Aid
Kit
for
make
sure
you’re
ready
to
start

Teachers.......................................2 school.
The
key
items
you’ll
need
to

Dr.
Josué
Alejandro,

be
ready
are
a
toothpick,
rubberband,

2011
PRTESOL
President..............
3
eraser,
gum,
chocolate
kiss,
bandaid,

pencil,
and
a
tea
bag.
You
may
ask,
“Why?”

Cheap
(and
free!)
Technology
That
Let
me
explain.
Makes
Oral
Produc9on
Fun

by
Andrea
Dabbs..........................5

Toothpick:
This
will
remind
you
to
dig
deep
to
find

Time
to
Turn
the
Table

the
hidden
talents
others
have.

by
John
Corcoran..........................8

Tes9ng
the
Ice:

A
family
Legacy

Rubber
bands:
To
remind
you
to
be
flexible
because

by
Sharon
Robinson......................8
people
and
things
aren’t
always
the
way
you
want

TEACHING
TIPS:
Random
words

them
to
be.

Prof.
Carmelo
Arbona,
Editor.......
9

Band
aid:
To
help
you
cure
those

Conference
Calendar...................9
hurt
feelings,
yours
or
of
others.

Focusing
on
the
Academic
Needs

of
La9no
Students

by
Manuel
Hernandez
Carmona..10
Pencil:
To
jot
down
every
day
all
the
blessings
you

receive.

Reducing
Avoidable
Errors

by
Hazel
Davidson........................12

Eraser:
To

remember
that
we
all
make
mistakes

To
Publish
Or
Not
To
Publish:
An
and
nothing
happens.

Ethical
Dilemma
For
Ac9on

Research
Teachers

by
Petra
E.
Avillan-‐Leon..............14
Bubble
gum:
To
remind
you
to
s3ck
to
every
thing

that
takes
effort.
Persevere.

Coping
with
Coinages:
New
arrivals

in
the
English
Language

by
Dr.
Alicia
Pousada...................16 A
chocolate
Kiss:
This
reminds
you
that

Phone9c
Reading,
Or
Sight
everyone
needs
a
kiss
and
a
hug
daily.

Reading?
by
Vivian
Mayol
Kauffmann.........20 Finally,
the
tea
bag:
What

for?

To
take
some
3me…
to

Using
Emergent
Classroom
relax
and
make
a
list
of
all
the
nice
things
you

Situa2ons
as
Strategic
Learning
have.

Opportuni2es
while
Engaging

Students
in
Meaningful
Research
Remember:
to
the
world
you
maybe
only

Milagros
Marinez
ScheZni,
Ed.D.
&
somebody,

Richard
Román
Spicer,
Ed.D.........22 but
to
somebody
you
may
be
the
world.

! PAGE 2


PRTESOL
President’s
Message This
coming
semester
we
will
have
three

more
chapter
conferences,
in
August,
Northern

Chapter,
in
September,
Eastern
Chapter
and

Southern
Chapter
in
October.
Then
our
most

We
are
glad
that
we
can
provide
you
with

important
event
will
be
our
38th
Annual

the
second
issue
of
the
PRTESOLGRAM
before
the

Conven9on
on
November
18-‐19
at
the
beau9ful

beginning
of
the
new
semester.
Hopefully,
you
will

and
spacious
Puerto
Rico
Conven9on
Center.
The

have
more
3me
to
read
this
issue.
It
has
many

expecta3ons
for
our
Conven3on
are
great.

We
have

interes3ng
ar3cles
about
ethics,
ac3on
research,
the

three
outstanding
plenary
speakers;
Sharon

most
recent
developments
in
the
English
language,

Robinson
(daughter
of
Jackie
Robinson)
educator

educa3onal
technology,
among
others.
and
author,
Dr.
Paul
Begley,

from
Canada,
Director

The
PRTESOL
Board
has
been
working
hard
of
the
Interna3onal
Center
for
the
Study
of

these
past
six
months
organizing
professional
Leadership
and
Ethics,
and
Dr.
Martha
Burns
an

development
ac3vi3es
for
our
membership.

The
expert
in
the
field
of
neuroscience
and
learning.

We

first
ac3vity
was
the
Southern
Chapter
Spring
will
also
have
60
concurrent
sessions
offered
by

Ins3tute
in
April;
a
great
success
in
terms
of
presenters
from
Puerto
Rico,
the
United
States,
the

organiza3on,
quality
of
workshops
and
recrui3ng
Virgin
islands
and
the
Dominican
Republic.

Many

new
members.
Then
we
had
the
Western
Chapter
exhibitors
with
the
most
up
to
date
educa3onal

conference
at
the
end
April
and
the
Metro
Chapter
materials
will
be
there.
We
invite
you
to
stay
at
the

conference
in
May,
both
events
were
also
very
new
Sheraton
Hotel
and
Casino
next
to
the

successful.
Our
last
ac3vity
of
this
period
was
the
Conven3on
Center.
Our
conference
par3cipants

Summer
Ins9tute
which
focused
on
technology
and
have
been
given
the
excep3onally
special
rate
of

was
held
at
UPR
Aguadilla.

This
ac3vity
gave
the
$139
plus
taxes
per
night
per
room.

par3cipants
the
opportunity
to
have
five
hours
of

Please
join
us
for
this
extraordinary

intensive
training
in
the
effec3ve
use
of
technology

professional
development
event
for
English

tools
for
their
teaching.

I
a7ended
the
higher

educators,
the
38th
Annual
PRTESOL
Conven9on

educa3on
workshop
offered
by
Dr.
Leonardo
Flores

on
November
18-‐19.

Preregister
so
you
can
get
the

which
was
indeed
excep3onal
and
engaging.

best
rates
and

have
the
opportunity
to
par9cipate

One
of
my
goals
for
this
year
has
been
to
in
a
raffle
for
a
free
night
at
the

Sheraton
Hotel.

make
PRTESOL
more
visible
and
known
by
all
See
the
conven3on
centerfold
for
all
the

English
educators,
poli3cians,
and
society
in
general.
informa3on
and
forms
and
visit
our
website
for

We
have
been
distribu3ng
PRTESOL
promo3onal
more
details.
www.puertoricotesol.org
material
which
has
helped
us
make
new
contacts
in

May
God
bless
you.
different
places
and
ins3tu3ons.

At
the
beginning

of
this
month
we
went
to
the
legislature
where
we

Dr.
Josué
Alejandro,
distributed
the
PRTESOL
brochure
and
conven3on

poster
and
spoke
to
several
key
people.

We
s3ll
2011
PRTESOL
President
have
a
lot
of
work
to
do
in
order
to
make
PRTESOL
a

more
visible
and
respected
organiza3on
.
Please
join

us
in
this
effort.

! PAGE 3


TESOLGRAM is a periodical
service to English language
educators and administrators
published by
Puerto Rico TESOL,
P. O. Box 366828,
San Juan, PR 00936 -6828.
Newsletter Staff
Editor: Carmelo Arbona
Circulation: 1,000.
Articles on English-
language teaching, theory,
and education in general
are welcomed. Submissions
must be in MSWord format,
double-spaced, no longer
than five pages, and should
follow APA or TESOL
Quarterly style. All entries
are subject to editing for
style, space, and other
professional considerations.

Copyright Notice
Articles may be reproduced for
classroom use. Quotations up
to twenty-ﬁve (25) words are
permitted if credit to the author
and the TESOLGRAM are
included. In other situations,
written permission is required.

Dr. Josué
Alejandro,
President
PRTESOL
2011
Summer
Ins3tute,
UPR
Aguadilla
Electrify
your
Teaching:
Technology
in
the
Classroom

alejandroprtesol@gmail.com

Carmelo
Arbona,
Editor

The
Ins3tute
was
a
great
success!!!
Forty-‐two
PRTESOL
members
aIended
this

tesolgrameditor@gmail.com excellent
professional
experience
of
hands-‐on
technology
workshops.

! PAGE 4


Cheap
(and
free!)

Technology
between
the
real
world
and
the

That
Makes
Oral
ProducAon
Fun classroom.

Andrea
Dabbs PowerPoint
NarraAon.
ESL
Instructor/Trainer
Using
a
headset
with
a
microphone

www.writewiseconsul3ng.com built-‐in
(approximately
$15.00),
you
can

create
listening
and
speaking
assessments

Looking
for
ways
to
increase
for
your
class.
Pair
it
up
with
Jing,
a
screen

authen3c
speaking
opportuni3es
for
your
capture
soSware
from
Techsmith.com
students?

With
a
video
camera,
free
(hIp://www.techsmith.com/download/
soSware,
and
a
set
of
headphones
with
a
jing),
and
you
have
the
capacity
to
record

microphone,
you
can
set
up
a
classroom
non-‐readers
because
the
students
are
able

rich
in
authen3c
oral
assessment
that
is
to
listen
and
repeat.
fun
and
easy
to
manage.

When
anxiety
is
The
set-‐up
is
fairly
simple.

Create
a

low
and
excitement
is
high,
your
ESL
PowerPoint
slide
show
with
words,

assessments
won’t
feel
like
assessments
at
sentences
or
reading
passages.

You
can

all.
design
it
to
your
liking.

ASer
it
is
created,

With
a
small
amount
of
prepara3on
using
the
microphone,
record
whatever

you
can, oral
components
you
wish.

Dummies.com

• Lower
students’
affec3ve
filter, has
a
great
online
video
that
explains
the

• Use
dynamic,
not
sta3c,
tools
to
h o w -‐ t o
a t
h I p : / / y o u t u . b e /
create
forma3ve
assessments QZp3jumnWUg.

• Provide
a
real,
authen)c
audience

for
students
How
to
use
this
in
classroom?

The

• Collect
data
for
oral
produc3on
possibili3es
are
endless.

skills
Students
can
listen
and
read
aloud

with
the
text
or
simply
listen
and
repeat.

Why
these
two
tools?

Not
only
are
For
reading
prac3ce,
students
can
record

they
cheap,
but
they
are
also
immediately
themselves
reading
what
the
instructor

important
to
students
of
all
ages.
has
wriIen
on
the
slides.

They
simply

PowerPoint
is
the
industry
standard
in
the
save
the
narra3on
and
the
instructor
can

business
world.
Medical,
business
and
law
listen
back
to
it
later.
As
students
advance,

offices
world-‐wide
use
MicrosoS
Office
they
can
create
their
own
sentences
or

products.

Addi3onally,
many
students-‐-‐ stories
and
record
their
own
narra3ons
as

especially
adults-‐-‐
are
using
video
cameras
well.
with
their
families.

It
is
a
perfect
meld

! PAGE 5


Listening,
speaking
and
recording
teachers
can
use
a
variety
of
techniques

themselves
takes
the
pressure
off
of
to
encourage
students
to
speak
in

students
to
perform
in
a
more
anxiety-‐ English.
Digital
cameras
come
with
a

filled
seeng,
such
as
in
front
of
the
class.

video
op3on
for
short
clips
and
digital

For
some
students,
even
having
the
video
cameras
can
be
purchased
for
as

instructor
in
the
background
can
be
liIle
as
$60.00.
cause
for
concern.

Headphones
provide

Monitoring
oral
produc3on
for
ESL

a
sense
of
privacy
for
many
students
and,
students
can
be
tricky.

When
students’

thus,
reduce
any
extra
stress. perform
speeches,
public
speaking

anxiety
can
nega3vely
influence
their

Students
who
need
oral
prac3ce
English
produc3on.
There
is
less
anxiety

but
cannot
read
can
s3ll
use
the
tool.

when
performing
in
front
of
a
video

The
instructor
records
the
narra3on
and
camera,
as
opposed
to
these
more

the
student
listen
and
repeats.

Need
to
tradi3onal
“speeches”
in
class.

For
ESL

grade
it?

Pair
this
up
with
screen
students,
you
are
more
likely
to
get
an

capture
soSware
to
listen
to
their
authen3c
assessment
of
their
fluency

responses.
Several
students
can
do
this
and
grammar
skills.

in
a
40-‐minute
class
period.

An
easy
way
to
get
started

with

ESL
students
of
any
level
is
to
film

Do
you
want
pronuncia3on
students
reading
their
wri3ng
or

prac3ce?

Add
a
web
camera
to
the
answering
a
ques3on.
These
projects

computer,
and
students
can
prac3ce
require
virtually
no
edi3ng,
and
cheap

ar3cula3on
points
on
their
own.

No
and
easy
soSware
such
as
Windows

“remembering
what
was
said”
needs
to
Movie
Maker
make
it
into
a
movie
in

happen—it
is
right
there
on
the
minutes.

computer
to
listen
back
to.

Also,
it
can

Beginning
and
Intermediate
ESL

be
graded
outside
of
class,
freeing
class
students
can
begin
videos
with
learning

3me
for
instruc3on.
Saving
students
oral
and
reci3ng
nursery
rhymes.

This

produc3on
provides
a
quick
and
easy
provides
prac3ce
with
rhyming
words,

digital
porkolio
of
oral
produc3on.
Data
word
endings,
past
tense
verbs,

collec3on
for
individual
students
as
well
ques3ons
and
tag
ques3ons.

Tongue

as
the
en3re
class
can
be
done
quickly
twisters
provide
pronuncia3on
prac3ce

and
accurately. with
voiced
&
unvoiced
sounds
and

other
commonly
confused
beginnings

Video
Cameras. and
endings.

V i d e o
c a m e ra s
p r o v i d e
a n

As
students
advance,
so
can
the

u n l i m i t e d
re s o u rc e
fo r
c re a 3 n g
projects.

How-‐to
projects,
informa3onal

assessments.

With
very
liIle
“training”,
v i d e o s
a n d
p u b l i c
s e r v i c e

! PAGE 6


announcements
will
give
students
the
Name
your
equipment.

People
take

opportunity
to
not
only
speak,
but
also
care
of
pets,
not
things.
write
and
read
in
English.

All
technology
in
my
classroom
is

Grading
is
much
easier
and
named
and
introduced
as
a
pet.

We
talk

convenient.

As
opposed
to
tradi3onal
about
each
item
and
what
it
needs
to
be

speaking
assessments,
you
have
the
safe,
healthy
and
happy.

Introduce
the

opportunity
to
use
the
videos
in
two
idea
of
personifica3on.

They
name
the

ways.

First,
grade
what
you
are
seeking.

items
and
check
them
daily
to
make
sure

Second,
collect
data
that
will
drive
your
they
are
s3ll
“healthy.”
Students
would

next
set
of
lessons.
For
example,
if
the
never
drop
a
puppy
on
the
ground;
they

target
language
for
an
assignment
is
to
should
carry
a
video
camera
or
laptop

listen
to
students
ask
each
other
about
computer
with
the
same
deference.

It’s

their
favorite
food,
you
can
listen
to
the
a
liIle
“cutsey”
but
it
works!
ques3ons
and
answers.

In
those

answers,
you
will
catch
any
grammar,
Teach
nego6a6on
language
and
require

syntax
or
pronuncia3on
mistakes
that
them
to
use
it.
you
need
to
address
with
your
students.

Inevitably,
you
will
come
across

These
mistakes
may
not
have
been
groups
of
students
who
do
not
work
well

caught
“in
the
moment’
with
more
together.

The
older
the
students,
the

tradi3onal
oral
assessments.
more
cri3cal
it
is
to
teach
them
how
to

nego3ate.

Adults
in
the
“real
world”

Classroom
management
Aps: must
work
together
on
projects.

Let
students
do
a
small
project
before
Nego3a3on
in
English
requires
advanced

you
do
much
instruc6on.
social
language
and,
in
many
cases,

Students
are
ready
and
oSen
think
understanding
the
subtle
subtext
of

themselves
able
to
use
technology
on
language.

their
own.

Un3l
they
have
had
a
chance

Technology
projects
should
not
be

to
get
their
hands
on
the
equipment,
frivolous,
extra
ac3vi3es.

They
can,
and

they
are
not
doing
much
listening.

ASer
should,
be
language-‐rich
and
authen3c.

the
fact,
the
instruc3on
can
be
tailored
Keeping
the
language
forms
and

to
fit
what
students
don’t
know.

It
func3ons
available
for
students
at
all

provides
students
with
some
confidence
3mes
will
keep
them
on
task
and
make

in
themselves
and
authen3c
learning.

any
project—video,
digital
or
on
the

Plus,
there
may
be
students
with
a
great
computer—connected
to
your
TESOL

deal
of
knowledge
that
can
act
as
standards
and
provide
students
with

mentors
during
these
projects. invaluable
learning
tools.

! PAGE 7


Time
to
Turn
the
Table
by
John
Corcoran

Some
of
you
may
think
I
am
old. I
did
not
learn
to
read
as
a
lad
of
eight.
But,
in
my
mind
I
don’t
think
I
am
old. I
learned
to
read
as
a
man,
of
forty-‐eight,
When
it
comes
to
reading
I
am
bold, And
I
have
to
say
that
was
great.
Or
so
I
have
been
told. But,
don’t
you
think
a
man
that
learned
at
forty-‐
And
perhaps
I
am
bold,
eight
Because
I
know
my
people
need
to
be
told. Could
have,
should
have
learned
at
eight.
And
wouldn’t
that
have
been
great.
It’s
true
a
teacher
can
never
really
succeed,
Without
teaching
their
students
to
read. I
was
glad
and
not
mad.
A
student
can
never
ever
really
succeed, But
I
must
admit
I
am
sad.
Un3l
a
student
knows
how
to
read They
s3ll
call
us
learning
disable.
A
fact
no
one
should
ever
concede, But
we
can
learn;
we
are
able.
That
we
can
and
need
to
learn
to
read. Perhaps
is
3me
to
turn
the
table.

Call
it
what
it
is,
teaching
disable.

Street
smarts
and
an
observing
eye
may
get
you
by,
But
inside
we
know
most
of
it
is
a
lie. Forget
about
the
shame
and
stop
the
blame.
Without
out
a
full
deck
I
played
a
good
game. Cut
the
cards,
it`s
a
new
game,

But
in
the
game
of
life
I
always
felt
lame.
We
know
we
are
learning-‐able
You
need
the
full
deck
to
play
your
very
best, It’s
3me
to
STOP
using
the
lable
“Learning-‐Disable”.
Reading
the
printed
page
is
your
best
bet
to
pass
It’s
up
to
you
;
it’s
your
deal.
Are
you
able?
the
test.

Speech Title/Synopsis -
Testing the Ice: A family Legacy
by Sharon Robinson

From midwife to author and educator, Sharon Robinson learned the delicate art of risk taking from her
famous parents, Jackie and Rachel Robinson. In 1947, Jackie Robinson shattered Major League
Baseball’s color barrier. Today, he still holds the record for number of times he stole home during his
famed ten years with the Brooklyn Dodgers.
Building on this legacy of courage, Ms. Robinson partnered with Major League Baseball and
Scholastic to develop Breaking Barriers: In Sports, In Life, a national character education program.
Now in its 15th year, Breaking Barriers has reached over 19 million children. Using America’s sport,
baseball, as a metaphor for life, the curriculum is based on the values associated with Jackie
Robinson’s success on and off the field: Determination, Commitment, Persistence, Integrity, Justice,
Courage, Teamwork, Citizenship, and Excellence. The heart of the program is the Breaking Barriers
essay contest. The 2011 contest received nearly 10,000 essays from children across the United States,
Puerto Rico, and Canada who described their efforts to overcome personal barriers.
In her talk, Sharon Robinson will share her family’s inspirational story using art and family photos
along with reflections on lessons learned from children who have beaten the odds.

! PAGE 8


TEACHING
TIPS:

CONFERENCE
CALENDAR
Random
Words

Mark
your
calendar
now!

Prof.
Carmelo
Arbona,
Editor Don’t
miss
any
of
these
great
events
en
2011!

AUGUST
13
When
introducing
parts
of
speech,

Vieques
Outreach
which
can
be
so
tedious
to
some
students,
I
will

Vieques
add
an
element
of
surprise:
randomness.
Eastern
Chapter

Ater
introducing
let’s
say
nouns
by

defining
what
they
are,
giving
examples
of
some
August
20
characteris3cs
of
nouns
(plurals,
proper
nouns,
Northern
Chapter
collec3ve,
etc)
I’ll
write
on
the
board
the

numbers
from
1
to
10
or
1
to
15.
Then
I’ll
ask
the
Enjoying
What
We
Do
students
to
call
out
random
nouns.

While
the
students
call
out,
I’ll
write
the
SEPTEMBER
10
words
on
the
board.

Also
I’ll
try
to
make
sure
Eastern
Conference
that
we
get
an
appropriate
balance
of
persons,

places,
things,
and
ideas.

Students
paricipate
Character
Values
for
an
Effec3ve
Learning
ac3vely
as
they
call
out.
Some3mes
a
student

may
call
out
a
word
that’s
not
a
noun
but
does

have
a
noun
form.
For
example,
a
student
may
OCTOBER
15
say
beauFful.
Ater
clarifying
that
the
word
is
not
Southern
Fall
Conference
a
noun
but
an
adjec3ve,
we’ll
explore
the
term

to
determine
if
it
has
a
noun
form,
beauty.
Then

Pon3ficia
Universidad
Catolica,
we’ll
add
it
to
the
list. Ponce
Campus

Once
the
list
is
complete,
I’ll
invite
the

students
to
write
a
paragraph
or
a
story
using
all

the
listed
nouns.
At
first,
they
students
think
it’s
NOVEMBER
18-‐19
too
difficult,
but
as
they
begin
the
task,
they

soon
discover
they
can
do
it.
They
will
come
up

38TH
ANNUAL
CONVENTION
AND

with
such
a
wide
variety
of
stories.
It
becomes
an
EXHIBIT
excellent
3me
for
sharing
their
wri3ng
with
their
Integra3ng
Ethics,
Values
and
Life
Skills

partners
or
to
read
aloud
to
the
class.
in
the
Teaching
of
English

For
students
who
are
really
just
Puerto
Rico
Conven3on
Center
beginning,
wri3ng
sentences
would
be
a

sufficient
task.
The
teacher
may
request
that
the
and
the
Sheraton
Hotel
noun
be
exclusively
used
as
subject
of
the

sentence
or
object.

A
varia3on
of
this
then
would
be
to
use

other
parts
of
speech:
adjec3ves,
verbs,
adverbs,

or
pronouns.

For
homework
have
students
revise
and

rewrite
the
stories
at
home
to
turn
in
for
final

assessment.
Stories
can
be
added
to
their
wri3ng

porvolios.

S e n d
u s
y o u r
T e a c h i n g
T i p s
t o

tesolgrameditor@gmail.com

! PAGE 9


Focusing
on
the
Academic
Needs
La3nos
25
and
over
had
earned
a

of
LaAno
Students bachelor’s
degree
or
higher.
In

by
Manuel
Hernandez
Carmona

contrast,
32
percent
of
Whites
and
19

percent
of
African-‐Americans
25
and

over
had
a
bachelor’s
degree
or

Focusing
on
the
needs
of
higher
(Digest
of
Educa3on
Sta3s3cs,

La3no
students
should
not
only
be
a
2007,
NCES,
2008,
Table).
La3nos
are

statement
made
by
President
Barack
i m p r o v i n g
i n
e d u c a 3 o n a l

Obama
but
a
top
priority
translated
achievement
but
not
as
rapidly
as

into
real
academic
policies.

There
are
other
groups.

What
happened
to
the

some
very
signiﬁcant
sta3s3cs
dozens
of
thousands
of
La3nos
that

reve a l e d
i n
t h e
p re s e nta 3 o n ,
did
not
graduate
from
college?
Why
is

“Educa3onal
Equity
and
the
La3no
the
La3no
high
school
dropout
rate

Popula3on
of
the
United
States”
by
on
the
increase
again?
Despite
the
No

Francisco
L.
Rivera-‐Ba3z,
presented
at
Child
LeS
Behind
Act
of
2001,
La3nos

Teachers
College,
Columbia
University
c o n 3 n u e
t o
q u i t
s c h o o l
a n d

on
February
21,
2008
on
the
status
of
inadvertently
fall
behind
in
their

La3no
educa3on.
About
20
percent
of
quest
of
the
so-‐called
American

all
school
age
students
between
the
Dream.
What
academic
policies
is
the

ages
of
5
and
17
are
La3no
but
only
present
administra3on
crea3ng
as
a

13
percent
obtain
college
degrees.
result
of
the
already
shocking

Data
obtained
from
Rivera-‐Ba3z’
sta3s3cs?

research
depicts
the
La3no
high

school
dropout
at
close
to
30
percent.

In
33
or
more
American

Because
the
La3no
school
popula3on
states,
standardized
exams
and
the

con3nues
to
surge
at
a
fast
and
S.A.T.’s
are
the
gateway
to
higher

furious
rate,
the
needs
of
La3no
educa3on,
but
without
a
high
school

students
must
be
met
with
a
clear
diploma,
what
kind
of
social,

present
vision
in
terms
of
what
to
do
economic
and
academic
horizons
can

and
how
to
tackle
their
academic
La3no
dropouts
count
on?
How
will

needs.

they
able
to
compete
in
America’s

demanding
workforce?
When
will
the

T h e
a c a d e m i c
n e e d s
U n i t e d
S ta t e s
D e p a r t m e n t
o f

represented
in
numbers
and
sta3s3cs
Educa3on
make
a
serious
recogni3on

are
alarming
and
reveal
a
huge
of
culturally
competencies
and
their

diﬀerence
between
La3nos,
their
ability
to
construct
bridges
to
make

White
counterparts
and
African-‐ predic3ons
and
outcomes
about
a

Americans.
In
2007,
13
percent
of
poem,
a
story,
an
essay
or
a
drama

! PAGE 10


read
in
the
English
classroom?
The
Obama
administra3on
must
set
an

U n i t e d
S ta t e s
D e p a r t m e n t
o f
example
of
the
change
in
curriculum

Educa3on
reading
program
is
in
dire
so
desperately
needed
in
schools

need
of
a
curriculum
change.
throughout
America.
Even
city,
state

President
Barak
Obama’s
past
poli3cal
and
na3onal
standardized
exams

campaign
focused
on
the
term,
should
include
a
more
varied
list
of

change.
Why
not
get
serious
about
authors.
How
can
you
engage
interest

changing
our
academic
policies
to
in
a
La3no
adolescent
by
reading
one

help
improve
the
quality
of
educa3on
poem
from
a
La3no
author
during

that
La3nos
and
other
Americans
Hispanic
Heritage
Month?

That’s

deserve
as
well? preposterous!
I
am
sure
Mar3n

Luther
King
was
envisioning
Barak

Scien3fically
based
research
Obama’s
swearing
in
as
President
of

has
validated
culturally
based
literature
the
United
States
in
2009.
That
was
a

as
key
in
the
early
stages
of
“learning
to
dream
come
true
for
billions
of

read”.
Prior
knowledge
helps
students
Americans,
but
La3nos
dream
today

to
build
bridges
to
make
predic3ons
of
a
beIer
and
quality
educa3on
that

and
outcomes
about
the
poem,
story,
can
really
make
a
difference
in
their

essay
or
drama
read
in
the
English
lives.
This
is
the
3me
to
focus
on
the

classroom.
Reading
for
pleasure
and
educa3on
of
La3nos
in
America!
iden3ty
encourages
the
recently
(The
author
is
an
associate
at

arrived
student
to
make
personal
Souder,
Betances
&
Associates,
an

connec3ons.
In
a
“learning
to
read”
English
Staff
Development
Specialist
in

environment,
pleasure
and
enjoyment
Puerto
Rico
and
author/editor
of
the

form
the
ini3al
jump-‐off
point
for
textbook,
La3no/a
Literature
in
the

further
literary
development.
When
English
Classroom,
Editorial
Plaza

students
construct
meaning
from
a
Mayor,
2003).
personal
standpoint,
engagement
with

reading
develops
smoothly,
and

academic
success
is
just
a
step
away.

The
US-‐DE
reading
program

must
make
a
transi3on
from
its
hard-‐
core
tradi3onalist
approach
to
a
more

integrated
reading
experience.
States

have
the
authority
to
design
their

own
literature
ini3a3ves,
but
the

! PAGE 11


Reducing
Avoidable
Errors ques3ons
and
prac3se
the
spelling
and

by
Hazel
Davidson pronuncia3on
of
/ /
and
are
confronted
a

ESL
teacher
from
Australia,
teaching
few
minutes
later
by
almost
every

English
to
adult
immigrants
(many
of
Slavonic
speaker
in
the
class
happily

whom
are
refugees)
from
S.
&
Central
wri3ng
wen
and
whit.

Or
we
list
words

America,
the
Pacific
islands,
SE
Asia,
the
with
the
digraph
au
and
see
because

Middle
East,
Europe
and
Africa.

Hazel
spelt
with
the
vowels
randomly

has
wriIen
with
her
colleague
Dorothy
rearranged
yet
again.
Court
a
number
of
reading
and
spelling
Oh,
for
a
way
to
reduce
these
elementary

packages
for
very
low
level
classes
where
avoidable
errors!
most
students
have
had
no
prior

schooling
and
are
illiterate,
not
only
in
Overview
of
idea:

English,
but
also
in
their
first
language.
ASer
years
of
tearing
my
hair
out

trying
to
find
some
solu3on
to
these

The
students:
sorts
of
problems,
I
aIended
a
session

The
students
for
whom
the
en3tled
Structured
monitoring
of
second

technique
below
can
be
applied
are
level
order
errors
presented
by
Eugene

3
or
level
4
in
the
Australian
system

At
Mogilevski
of
Monash
Univ.
at
the

level
3
students
are
expected
to
write
a
AFMLTA
Conference
in
Canberra,
July

report,
a
formal
leIer
and
a
discussion,
2001,
where
he
outlined
a
strategy
he

each
of
approximately
250
words
and
at
had
used
successfully
with
his
second

level
4
of
500
words,
with
reasonably
year
university
French
students.

He

accurate
grammar
and
spelling.

The
reported
a
40%
reduc3on
in
the
sorts
of

technique
is
not
appropriate
for
students
errors
I
had
been
trying
to
eliminate
in

at
lower
levels
than
this. my
students.

This
inspired
me
to
try
to

follow
his
example
and
to
modify
his

The
background:

LOTE
(Languages
other
than
English)

Like
most
ESL
teachers,
I
have
technique
to
suit
ESL
students.
been
frustrated
on
numerous
occasions

by
elementary
errors,
which
students
Procedure:

repeat
over
and
over
again.

We
revise

As
recommended
by
Mogilevski,
I

the
simple
past
and
leave
it
on
the
board
spend
a
short
3me
(less
than
one
hour)

–
affirma3ve,
nega3ve
and
interroga3ve
discussing
with
the
students
the
effects

–
and
then
set
the
students
to
write
a
of
their
errors
of
na3ve-‐English
readers:

recount,
only
to
find
their
wri3ng
• that
errors
which
are
more
or
less

liberally
splaIered
with
I
was
went,
they
inconspicuous
in
speech
are
quite

going,
he
go…

Or
we
go
through
the
wh

! PAGE 12


confron3ng
to
a
na3ve
speaker
when
wrong
in
each
case.

The
very
elementary

they
appear
in
wri3ng;
errors
generally
drop
out
very
rapidly.

• that
the
students
therefore
make

I
repeat
this
procedure
with
each

themselves
appear
stupid
in
the
eyes
p i e c e
o f
w r i 3 n g
t h e y
c o m p l e t e

of
their
readers;
throughout
the
term
(10
weeks)
and
find

• that,
since
they
were
not
stupid,
they
they
take
a
very
ac3ve
interest
in
the

would
not
want
to
make
themselves
progress
of
their
own
scores
and,
in
a

appear
to
be
stupid.

n u m b e r
o f
ca s e s ,
b e co m e
q u i te

I
then
go
on
to
explain
to
them
the
compe33ve
about
their
results.

I
tell
the

procedures
I
intend
to
follow
in
an
class
who
has
scored
the
lowest

aIempt
to
help
them
reduce
their
errors.

propor3on
of
errors
each
3me.

In
my

This
consists
primarily
in
making
them
marking,
I
emphasise
the
improvements

conscious
of
their
frequent
problems
and
each
student
has
achieved
and
give
a

recording
their
progress
in
elimina3ng
chocolate
frog
(or
dried
apricot
because

the
avoidable
errors;

that
is,
those
errors
we
oSen
have
diabe3cs
in
our
classes)
as

where
they
actually
know
the
rules
quite
a
reward
to
each
student
who
halves
his/
well
and
which
they
nevertheless
repeat
her
error
rate.

I
also
point
out
that

frequently
through
carelessness
or
students
who
achieved
zero
or
almost

inaIen3on. zero
errors
on
one
piece
of
work
can

The
first
piece
of
wri3ng,
they
do
in
expect
occasional
reversals,
since
no-‐one

their
usual
manner.

At
the
end
they
can
remain
perfect
all
the
3me.

I
do
this

count
the
number
of
words
they
have
because
I
am
aware
of
the
danger
of

wriIen
(including
ar3cles,
preposi3ons
pessimism
creeping
in
for
some
very

etc).

When
I
mark
the
work,
I
count
their
h i g h l y
m o 3 v a t e d
s t u d e n t s
i f

avoidable
errors,
the
errors
where
I
know
improvement
is
not
absolutely
consistent.
they
are
well
aware
of
the
gramma3cal

rules,
and
the
spelling
errors
in
common
Conclusion:
words
they
have
seen
and
used
many
By
the
end
of
the
term,
I
normally
find

3mes
before.

I
convert
this
error
count
every
student
has
improved
very

into
a
percentage
of
their
word
count
and
s i g n i fi c a n t l y.
T h e
m o s t
d r a m a 3 c

record
that
figure
in
my
notes
and
on
improvements
occur
in
the
first
two
weeks

their
marked
work
in
red
pen. and
aSer
that
the
vast
majority
of
the

When
I
return
their
work,
I
project
students
maintain
consistently
low
error

onto
the
white
board
a
list
of
avoidable
rates.
The
students
and
I
are
always

errors
they
have
collec3vely
made
and
delighted.
All
student
feedback
on
the

the
students
take
turns
around
the
class
technique
has
consistently
been
extremely

to
correct
the
errors
and
explain
what
is
posi3ve.

! PAGE 13


To
Publish
Or
Not
To
Publish:
classroom-‐
ac3on
research,
Dr
Julia
Reyes,

An
Ethical
Dilemma
For
AcAon
Research
t h e
d i r e c t o r
o f
t h e
C e n t r o
d e

Teachers
Inves)gaciones
e
Innovaciones
Educa)vas

y
Etnogra=cas
(CIIEE)
of
the
Department

Petra
E.
Avillan-‐Leon,

M.Ed.
ESL,
of
Educa3on
of
Puerto
Rico
(DEPR)

who

Ac3on
Research
Mentor would
constantly
tell
us
to
publish.
The

teachers
who
par3cipated
in
the
Ac3on

Research
Workshops
offered
by
the
CIIEE

In
today’s
globalized
world
more
and

from
the
year
2002
to
2006,
were
ini3ated

more
we
are
invited
to
publish
through

in
ac3on
research

with
the
texts
by
Julia

the
ever-‐
growing
technological
media.
We

Blández
and
Antonio
Latorre
and

we
were

read
people’s
opinions
about
everything

mentored
by
educators
such
as,
Dr.

that
happens
both
locally
and
globally
on

AnneIe
López
de
Mendez
and
Dr.
Yanira

blogs,
in
wiki’s
and
through
emails,
among

Raices,

among
other
educators
from
the

others.
But
we
hardly
read
teachers’

most
pres3gious
local
universi3es.
As
we

opinions
on
issues
related
to
educa3onal

ventured
into
the
wonderful
world
of

policies,
teaching
strategies
that
really
do

ac3on
research,
we
learned
about
how
we

work,
reflec3ons
on
their
role
in
society,

could
influence
educa3onal
policy,
change

standardized
tes3ng
or
classroom

or
enrich
curriculum,
improve
our

situa3ons.
The
local
educa3onal
agency

teaching
prac3ces
and
con3nue
our

(LEA)
readily
and
recurrently
issues

development
as
educators.
We
discovered

comments
that
indicate
how
teachers
are

that
we
had
“exper3se”,
a
quality
usually

working
towards
the
country’s
educa3onal

adjudicated
to
external
educa3onal

goals
and
what
parents,
students
and

researchers,
to
university
professors
or

society
expect
from
them.
When
teachers

experts
in
other
fields.
One
major

meet
at
workshops,
training
sessions
or

difference
was
constantly
clear,
to
be

con3nued
educa3on
classes
a
catharsis

considered
experts
we
needed
to
publish.

occurs.
They
share
their
ideas,
frustra3ons

It
was
in
this
aspect
of
research
that
we

and
concerns;
oSen
3me
concluding
that

confronted
our
ethical
dilemma;
to
publish

the
system
does
not
understand
them,
is

or
not
to
publish.
unfair
in
its
evalua3on
or
is
poli3cally

inclined
towards
a
posi3on
that
usually

But,
what
is
an
ethical
dilemma?
At

affects
adversely
the
public
opinion
about
present
we
are
very
much
aware
of
the

teachers. importance
of
ethics.
It
has
become
the

badge
that
poli3cians,
educators,
and

As
a
teacher,
I
have
par3cipated
of

business
people
wear
on
a
daily
basis.

these
events
but
with
one
difference,
I

There
are
campaigns
on
the
values
that

always
think
of
the
words
of
my
mentor
in

create
character
and
there
are
na3onal

! PAGE 14


and
local
ini3a3ves
to
develop
ethics
in
where
are
the
results
published?

How

the
workplace
and
in
our
society.
It
is
an
can
the
educa3onal
community
benefit

issue
that
moves
governments
and
from
their
findings?
How
can
our
best

marks
ci3zens.
Consequently,
teachers
prac3ces
be
considered
and
eventually

are
not
exempt
of
its
effects.
Ac3on
influence
curriculum
choices
and

research
teachers
when
deciding
on
educa3onal
policy?
To
publish
or
not
to

conduc3ng
research
about
their
prac3ce
publish
is
in
fact
an
ethical
dilemma.

find
themselves
confronted
with
two
profeavillan@msn.com

alterna3ves:
“Should
I
publish
my

hIp://
findings
and
put
myself
in
the
eye
of
the

areyouac3onresearcheducators.yolasite.
observer

and
expose
myself
to

com

cri3cism?”
or,
“Should
I
keep
my
findings

to
myself
and
learn
from
my
errors
or

successes?”
Moreover,
many
teachers
on
References

a
daily
basis
do
small
scale
inves3ga3ons

Blandez,
J.
(2000).
La
Inves3gación-‐
of
their
teaching
prac3ces
or
students’

acción:
Un
reto
para
el
profesorado.
Guia

development
without
the
rigors
of
an

prác3ca
para
grupos
de
trabajo,

ac3on
research
project;
oSen
3mes

seminarios
y
equipos
de
inves3gacion.

because
they
have
not
been
instructed

Barcelona:INDE.
on
the
ac3on
research
process.

Consequently,
when
we
think
of
the
Bausela,
E.
(2005).
La
docencia
a
través

ethics
of
the
researcher
we
must
also
de
la
inves3gación-‐acción.
Retrieved
in

consider
this
dilemma.
Do
teachers
avoid
May
2006
from
hIp://www.une.edu.ve/
publishing
their
best
prac3ces
or
ac3on
uneweb2005/servicio_comunitario/
research
findings
because
they
are
inves3gacion-‐accion.pdf
unsure
of
the
process
and
its
ethical
COPE
CommiIee
on
Publica3on
Ethics.

consequences?
Are
teachers
aware
that
(2011).
Retrieved
in
June
2011
from

they
should
publish
when
they
have

hIp://www.publica3onethics.org/

done
an
ac3on
research
project?
Is
the

LEA
complying
with
the
requirement
of
E t h i c s
i n
E d u c a 3 o n a l
R e s e a r c h

teaching
the
ac3on
research
process
to
(annotated
bibliography).
Retrieved
in

teachers
if
they
expect
them
to
do
June
2011
from

classroom
research?

hIp://www.aare.edu.au/ethics/

The
DEPR
in
its
Curricular
aareethc.htm
Framework
published
in
2003,
states

that
teachers
do
ac3on
research.
I
ask

myself,
if
teachers
do
ac3on
research,

! PAGE 15


Coping
with
Coinages:
• scuba
[self-‐contained
underwater

New
arrivals
in
the
English
Language breathing
apparatus],
etc.
Dr.
Alicia
Pousada,
University
of
Puerto

Rico,
Río
Piedras Another
approach
is
to
extend
the

meaning
of
an
exis3ng
word
(semanAc

IntroducAon shiV
or
metaphorical
extension):

Coinages
are
words
that
have
been
• boOomless
[“without
a
boIom,”

coined
or
invented
by
individual
extended
to
mean
“all
you
can

speakers.
If
the
speakers
are
influen3al,
drink”,
as
in
the
boOomless
cup
of

these
words
become
part
of
the
coffee]
vocabulary
of
the
speech
community
• rip
off
[“remove
something

around
them.
Today,
because
of
the
violently,”
extended
to
mean

mass
media,
coinages
are
common
and
“steal
or
cheat,”
as
in
He
ripped

spread
very
quickly.
Part
of
being
me
off.]

culturally
competent
in
English
is
• bounce
[“move
up
and
down,”

knowing
the
meanings
of
new
coinages.

extended
to
mean
“go
or
leave,”

Another
name
for
coinages
is
as
in
See
you
later,
goOa
bounce!]
neologisms
(“new
words”).
Some
good
• viral
[“highly
infec3ous,”
extended

websites
for
checking
on
recent
to
mean
“extremely
popular,”
as
in

n e o l o g i s m s
i n
E n g l i s h
a r e
t h e
My
YouTube
video
just
went
viral.]

Birmingham
University
Research
&

Development
Unit
for
English
Studies
at:
Words
can
also
undergo
conversion
(one

hIp://rdues.bcu.ac.uk/neologisms.shtml
part
of
speech
becomes
another):

and
the
Bri3sh
Council
BBC
Teaching
• sit
in
(verb
becomes
noun)
English
site
at:
• giW
(noun
becomes
verb)
hIp://www.teachingenglish.org.uk/ • impact
(noun
becomes
verb)

think/ar3cles/new-‐words-‐english. • e-‐mail
(noun
becomes
verb)
• green
(adjec3ve
becomes
verb

Coinages
are
created
via
a
variety
of
m e a n i n g
“ t o
m a k e

strategies.

A
very
common
technique
is
environmentally
friendly”)
to
use
acronyms
(words
formed
from
the
• up
(preposi3on
becomes
verb

first
ini3als
of
strings
of
words):
meaning
“to
increase”)
• FYI
[for
your
informa3on] • ho
ho
ho
(interjec3on
becomes

• NATO
[North
Atlan3c
Treaty
noun
meaning
“laughter”)
Organiza3on • do’s
and
don’ts
(auxiliaries

• LOL
[laughing
out
loud] b e c o m e
n o u n s
m e a n i n g

• RSVP
[répondez
s'il
vous
plait]

! PAGE 16


“acceptable
and
unacceptable
loan
translaAon,
also
known
as
calquing,

ac3ons”) in
which
foreign
words
or
phrases
are

translated
element
by
element
into

Compounding
is
an
extremely
popular
English:
superman
(from
German

way
to
coin
new
words.
Nouns,
verbs,
Ü b e r m e n s c h ) ,
w o r l d v i e w
( f r o m

adjec3ves,
and
preposi3ons
can
be
German
Weltanschauung),
free
verse

linked
to
designate
new
items
or
ac3ons.
(from
French
vers
libre),
by
heart
(from

Typically,
they
begin
life
as
two
separate
French
par
coeur),
moment
of
truth

words
that
are
increasingly
found
(from
Spanish
el
momento
de
la
verdad

together.

Then
they
are
hyphenated
and
[when
the
bull
is
stabbed
in
a
bull
fight],

may
eventually
move
on
to
being
true
etc.

compounds
with
no
hyphen:
fast
food,

Most
coinages
reveal
considerable

freeze-‐dried,
zip-‐lock,
open-‐faced,
linguis3c
crea3vity.
Some3mes
they
are

whiteboard,
motherboard,

suroard,
invenAons
with
no
clear
mo3va3on

etc.

While
compounding
produces
except
the
desire
to
be
catchy
and

longer
words,
clippings

(abbrevia3ons)
modern-‐sounding,
e.g.
Xerox,
Velcro,

create
smaller
words
from
long
ones,
Snapple,
Google,
Oreo,
Kix,
etc.

usually
from
the
beginning
of
the
word,
Inven3ons
are
oSen
seen
in
trade
names

but
occasionally
from
the
end:
fax
for
new
products.
Some3mes
the

(facsimile),
lab
(laboratory),
sci-‐fi
coinages
are
imita3ons
of
natural
sounds

(science
fic)on),
chute
(parachute),
(onomatopoeia),
e.g.

blahs,
yahoo,
boo-‐
phone
(telephone),
etc.

Blends
(also
hooing,
zipper.

On
other
occasions,
the

called
portmanteau
words)
combine
coinages
are
eponyms
(based
on

aspects
of
clipping
and
compounding
people’s
names):
sandwich,
cardigan,

since
they
take
a
piece
from
the
Fr i s b e e ,
A l z h e i m e r ’s ,
ca e s a r e a n ,

beginning
of
one
word
and
combine
it
guillo)ne,
diesel,
sadist,
etc.
with
a
piece
from
the
end
of
another

Speakers
also
like
to
play
with
sounds,

word:
smog
[smoke
+
fog],
brunch
as
in
reduplicaAon
(repe33on
of

[breakfast
+
lunch],
motel
[motor
+
syllables):
no-‐no
(noun),
ta-‐tas
(breasts),

hotel],
chunnel
[channel
+
tunnel],
and
bye-‐bye,
hoity-‐toity,
chick-‐flick,
itsy-‐bitsy.

spork
[spoon
+
fork].
Finally,
back
formaAons
reveal
the

Borrowing
(or
using
elements
from
a
budding
linguist
in
all
speakers.
Words

foreign
language
and
integra3ng
them
are
analyzed,
broken
down,
and
then

into
English)
is
a
rich
source
of
reverse
engineered
according
to

coinages:
nouveau
riche,
coup
d’état,
perceived
structures
and
meanings:
Such

macho,
mensch,
kindergarten,
barista,
analyses
do
not
correspond
to
scholarly

typhoon,
tsunami,
etc.
A
related
tac3c
is
etymologies
found
in
dic3onaries
(and

! PAGE 17


t h u s
a r e
t e r m e d
f a l s e
o r
f o l k
slouches
either,
contribu3ng
dirty
tricks

etymologies),
but
they
are
very
Thursday,
global
village,
Main
Street
vs.

compelling
to
speakers.
Some
examples
Wall
Street,
red
states
vs.
blue
states,

are: Purple
America,
and
urban
village.

• cheeseburger,
turkey
burger,
tofu
Health
and
fitness
enthusiasts
use
terms

burger,
salmon
burger

[under
the
like:
carb
loading,
core,
glutes,
menopot,

false
assump3on
that
the
ham
in
muffin
top,
and
six-‐pack.
New
terms

hamburger
(which
refers
to
the
coined
by
pop
psychologists
and
social

city
of
Hamburg)
can
be
separated
commentators
to
describe
social

and
replaced
by
other
proteins] rela3onships
include:
cling
factor,

• Koreagate,
Irangate
[based
on
cougar,
cyberstalker,
frenemy,
gender-‐
analogy
to
the
1972

poli3cally-‐ inclusive,
metrosexual,
road
rage,

mo3vated
break-‐in
and
cover-‐up
sandwich
genera)on,
and
yada-‐yada.

known
as
Watergate] The
fashion
world
churns
out
many
new

• enthuse

[back
formed
from
the
words
each
season,
among
them:
do-‐rag,

noun
enthusiasm] fashionista,
hoodie,
skort,
and
Tencel.

• bartend
[back
formed
from
the
The
food
industry
makes
its
linguis3c

noun
bartender] contribu3on
via
terms
like:
Frankenfood,

• bus
("to
clear
dirty
dishes
from
the
supersize,
tangelo,
and
vegan.
Finally,

table")
from
the
noun
busboy
economists
speak
of
new
concepts

(originally
derived
from
omnibus
involved
in
produc3on,
distribu3on,

boy,
or
all-‐around
helper) marke3ng,
and
personnel
management,

such
as:
bio-‐waste,
Black
Friday,
boOom

Coinages
appear
in
virtually
all
social
feeder,
carbon
footprint,
downsizing,

domains
of
our
society.
Some
domains
mall-‐rats,
and
silver
ceiling.
lend
themselves
more
readily
to

Space
does
not
permit
me
to
go

coinages.
The
domain
of
arts
and
into
the
defini3ons
of
these
terms.
For

entertainment
is
fer3le
ground
for
word
that,
I
encourage
you
to
check
out
a

coinage
since
it
values
novelty.
Just
think
PowerPoint
presenta3on
of
my
talk
on

of:
bling-‐bling,
buzz
(buzz
word),
coinages
at:

dayca)on,
goth,
infomercial,
re-‐giW,
hIp://humanidades.uprrp.edu/ingles/
stayca)on,
yada-‐yada.
Technology
is
pdfs/faculty/coping_with_coinages.pdf
another
coinage
breeder.
Consider
words

like
blogging,
cugng-‐edge,
flame
war
Conclusion
(flaming)
,
gamer,
googling,
landline,

We
have
seen
that
coinages
are
very

lurker,
micropublishing,
and
newbie.
common
today,
and
certain
social

Poli3cians
and
poli3cal
analysts
are
no
domains
are
more
produc3ve
than

! PAGE 18


others
in
suppor3ng
coinages.

Some
linguis)c
fig
leaves
and
verbal

coinages
will
not
stand
the
test
of
3me
flourishes
for
the
aroul).
NY:
Crown

and
will
expire
as
fads.
Others
will
fulfill
Publishing
Group
(Random
House).
a
true
need
and
take
their
place
in
the
Safire,
W.
(1968).
The
new
language

stable
lexicon.
We
should
not
be
afraid
of
poli)cs:
An
anecdotal
dic)onary

to
use
newly
coined
words,
since
they
of
catchwords,
slogans,
and
poli)cal

permit
a
language
to
grow
and
help
our
usage.
New
York:
Random
House

own
personal
vocabulary
to
expand. Publishers.

So,
as
you
read
magazines
and
Safire,
W.
(2008).
Safire's
poli)cal

newspapers,
scan
websites,
and
listen
to
dic)onary.
Oxford:
Oxford
University

TV
or
radio
shows,
keep
your
eyes
and
Press.
ears
open
for
new
words
and
new
Steinmetz,
S.
(2010).
There's
a
word

usages
of
old
words!
You
will
then
be
a
for
it:
The
explosion
of
the
American

cu?ng
edge
speaker
of
the
English
language
since
1900.
language
and
never
be
regarded
as
a

noob.

VocabAhead
Sources EnglishClub.com

Dent,
S.
(2004).
Larpers
and
ESL
Site
of
the
Month
Award
June
2011
shroomers:
The
language
report.
hap://www.vocabahead.com/
Oxford:
Oxford
University
Press.
VocabAhead
is
a
vocabulary
building
site

G o e ,
M .
( 2 0 0 3 )
S p e c i a l i z e d

that
is
useful
for
advanced
English

discourse.
Linguis)c
features
and
language
learners.
Visit
the
study
room,

changing
conven)ons.
Bern:
Peter
where
you
will
find
video
explana3ons
of

Lang. at
least
1000
difficult
words.
If
you
are

MacFredries,
P.
(2011).
Word
spy:
preparing
for
exams
or
standardized
tests,

The
word
lover’s
guide
to
new
these
words
will
be
extremely
useful
for

words.

Accessed
on
March
29,
2011
you.
You’ll
be
less
likely
to
forget
the
words

at:
hIp://www.wordspy.com/
. because
they
are
presented
with
audio

and
visual
explana3ons.
You
can
also
take

Mead,
L.
(2009).
Word-‐coinage;
quizzes
to
see
how
well
you
remember

Being
an
inquiry
into
recent
your
new
words.
As
well
as
using
the

neologisms,
also
a
brief
study
of
videos
from
VocabAhead,
you
can
upload

l i t e r a r y
s t y l e ,
s l a n g ,
a n d
your
own
vocabulary
videos
or
view
videos

provincialisms.

General
Books. that
have
been
uploaded
by
other

Rawson,
H.
(1995).
Dic)onary
of
learners.
Top
rated
videos
by
users
are

euphemisms
and
other
doubletalk,
promoted
to
the
study
room!
VocabAhead

apps
are
also
available
for
your
mobile

2nd
ed.

(
Being
a
compila)on
of

device.

! PAGE 19


Phone9c
Reading,
Or
Sight
Reading? almost
the
same
as
Spanish
vowels.

Casa,

Prof.
Vivian
Mayol
Kauffmann,
MA
TESL amore,
fama,
pasta.
Presenta9on
given
on
November
13,
2010
The
wri3ng
systems
of
these
Romance

PRTESOL
Conven9on,
Rio
Grande,
PR languages
are
based
on
the
Roman
alphabet,

also
called
La3n
alphabet.
This
alphabet
is
the

Imagine
that
you
have
to
learn
to
read
most
widely
used
alphabet
in
the
world
today.

in
another
language
and
each
word
has
one
It
is
used
by
Spanish
and
English.
The
alphabet

symbol.
Make
a
list
of
animals.
How
many
can
is
a
collec3on
of
symbols
or
le7ers
(graphemes)

you
think
of?
Now,
make
a
list
of
food,
how
that
represent
sounds
(phonemes).
A
language

about
a
list
of
feelings?
Could
you
remember
a
that
is
highly
phone3c
is
a
language
that
has

symbol
for
each
of
these
words? more
sound-‐symbol
correspondence.
Spanish
is

This
is
what
happens
to
children
who
a
highly
phone3c
language,
while
English
is
not.
learn
to
read
in
Chinese.
They
have
to
learn
as

In
Puerto
Rico,
most
students
learn
to

many
symbols
as
they
can
to
be
able
to
read
in
speak
and
read
Spanish
before
learning
English,

Chinese.
According
to
Norman,
in
Asia
Society:
with
the
excep3on
of
those
who
a7end
English

“Studies
carried
out
in
China
have
shown
that
language
schools
or
bilingual
schools.

full
literacy
requires
knowledge
of
between
Furthermore,
some
parents
believe
that

three
and
four
thousand
characters.”
(Norman,
children
must
learn
only
English,
if
they
want
to

2008

pg.
3) master
this
language.
However,
studies

performed
in
the
United
States
comparing

several
bilingual
programs
(Ramirez,
et.al,

1991;
Thomas
&
Collier,
1996-‐
2001)
show
that

ESL
students
who
are
taught
their
na3ve

language,
outperform
English
immersion

groups
(where
students
are
taught
English

only).

Chinese
Symbol
for
LOVE For
Spanish-‐speaking
students
who

have
learned
the
phone3c
reading
skills
in
their

The
Japanese
wri3ng
system,
on
the
na3ve
language,
learning
to
read
in
English
is
a

other
hand,
is
syllabified,
meaning
that
each
process
of
transferring
these
skills
to
English.
As

character
represents
a
syllable,
instead
of
a
we
all
know,
English
has
some
phone3c
rules,

word.
The
Japanese
language
is
phone3c,
but
there
are
many
words
that
do
not
follow

meaning
that
each
character
represents
the
those
rules.
Understanding
the
difference

sound
of
a
syllable.
For
example,
the
Japanese
between
phone3c
reading
and
sight
reading

word
yama,
mountain,
is
wri7en
phone3cally
could
help
many
Spanish-‐speaking
students

by
using
the
character
sounding
like
ya
with
the
master
English
reading.

Students
must
learn

character
sounding
like
ma.
Another
word
the
short
vowels
first.
Those
are
the
ones
that

beginning
with
ya,
ya
sai,
means
vegetables. sound
almost
like
Spanish:
cat,
pet,
pin,
pot,

Other
languages
are
easier
for
a
Spanish
want,
etc.
No3ce
that
these
words
can
be
read

speaker,
like
the
Romance
languages,
Italian,
with
Spanish
decoding
skills,
consonants
also

Portuguese,
and
French,
among
others.
These
have
the
same
sounds
as
in
Spanish.

languages
have
evolved
from
La3n,
the
Examples
of
short
vowels:

The
cat
has

language
of
the
Romans,
and
have
a
common
a
red
bed.
alphabet.
Italian
vowels,
for
example,
sound

The
dog
ran
very
fast.

! PAGE 20


The
pig
hid
in
the
mud. open,
over,
put,
round,
some,
stop,
take,
thank,

Long
vowels,
on
the
other
hand,
sound
them,
then,
think,
walk,
were,
when
like
the
alphabet
name
of
each
le7er
and
they
2nd
Grade:
always,
around,
because,
been,

usually
are
followed
by
a
consonant
and
a
silent
before,
best,
both,
buy,
call,
cold,
does,
don't,

e.
For
example,
name
is
pronounced
/n
ei
m/ fast,
first,
five,
found,
gave,
goes,
green,
its,

The
first
le7er
of
the
alphabet
(a)
is
pronounced
/ made,
many,
off,
or,
pull,
read,
right,
sing,
sit,

ei/
in
English. sleep,
tell,
their,
these,
those,
upon,
us,
use,
very,

Sight
reading
is
more
like
Chinese
or
wash,
which,
why,
wish,
work,
would,
write,
your
Japanese.
Since
sight
words
do
not
follow

phone3c
rules,
they
need
to
be
learned
by
h7p://en.wikipedia.org/wiki/Dolch_word_list
memory
and
recognized
as
a
whole,
rela3ng
the

word
to
the
image
or
picture
in
your
mind.
Try
to
Reference
List
read
the
following
three
sentences
with
Spanish
Chinese
Names.org
(2005-‐2009)
Retrieved
from

phone3c
sounds.
Why
do
you
think
spelling
of
h7p://www.chinesenames.org/chinese-‐
sight
words
is
difficult
for
Spanish
speakers? symbols/love.htm
My
friend
made
me
eat
a
cake. Dolch,
E.
W.
(1948)
Problems
in
Reading.

R e t r i e v e d
f r o m
h7p://
Your
house
is
huge
and
beau9ful. www.dolchsightwords.org/?

see
also

hMp://en.wikipedia.org/wiki/
The
horse
raced
to
the
finish
line. Dolch_word_list
D o l c h
L i s t s :
R e t r i e v e d
f r o m
h 7 p : / /
Following
are
lists
of
words
that
need
to
www.learningbooks.net/
be
learned
by
memory
for
students
to
be
able
to
whydolchwords.html#lists
read
in
English
in
the
primary
grades.
The
Dolch
Norman,
J.,
(2008,
Aug.
14).
Chinese
Wri3ng,

Word
List
is
a
list
of
commonly
used
English
Tradi3ons
and
Transforma3ons,
Asia

words
that
was
originally
compiled
by
Edward
Society:
EducaFon
&Learning.
Retrieved

William
Dolch
in
1948.
This
list
was
based
on
Nov.
7,
2010
from
h7p://asiasociety.org/
children's
books
of
the
period,
and
selected
220
educa3on-‐learning/world-‐languages/
"service
words"
which
children
need
to
recognize
chinese-‐language-‐ini3a3ves/chinese-‐
in
order
to
achieve
reading
fluency.
wri3ng
Pre-‐primer:
a,
and,
away,
big,
blue,
can,
come,
Ramirez,
et
al
(1991)
Longitudinal
Study
of

down,
find,
for,
funny,
go,
help,
here,
I,
in,
is,
it,
Instruc3onal
Programs
for
Language-‐
jump,
li7le,
look,
make,
me,
my,
not,
one,
play,
Minority
Children.
Bilingual
Research

red,
run,
said,
see,
the,
three,
to,
two,
up,
we,
Journal:
The
Journal
of
the
NaFonal

where,
yellow,
you AssociaFon
for
Bilingual
EducaFon,
16

Primer:
all,
am,
are,
at,
ate,
be,
black,
brown,
but,
(1-‐2)
1-‐62.
came,
did,
do,
eat,
four,
get,
good,
have,
he,
into,
Romance
languages.
(2008)
The
Columbia

like,
must,
new,
no,
now,
on,
our,
out,
please,
En c y c l o p e d i a ,
6 t h
Ed . .
Re t r i e ve d

pre7y,
ran,
ride,
saw,
say,
she,
so,
soon,
that,
N o v e m b e r
0 7 ,
2 0 1 0
f r o m

there,
they,
this,
too,
under,
want,
was,
well,
E n c y c l o p e d i a . c o m :
h 7 p : / /
went,
what,
white,
who,
will,
with,
yes w w w. e n c y c l o p e d i a . c o m / d o c / 1 E 1 -‐
Romancel.html
1st
Grade:
ater,
again,
an,
any,
as,
ask,
by,
could,

every,
fly,
from,
give,
giving,
had,
has,
her,
him,

his,
how,
just,
know,
let,
live,
may,
of,
old,
once,

! PAGE 21


Using
Emergent
Classroom
Situa6ons

as
Strategic
Learning
Opportuni6es
An
example
of
what
has
been
men3oned
in
this

ar3cle
can
be
illustrated
with
the
experience
of
a

while
Engaging
Students
group
of
fourth
graders
from
the
University
of

in
Meaningful
Research
Puerto
Rico
Elementary
School.

This
group
of

Milagros
Marinez
ScheZni,
Ed.D. students
decided
to
study
sports
as
a
theme

Richard
Román
Spicer,
Ed.D unit.

As
the
class
developed
throughout
the

school
year,
one
of
the
students
came
up
with

Educa3onal
literature
strongly
suggests
that
an
interes3ng
ques3on.

She
wanted
to
know
if

research
within
the
classroom
is
extremely
boys
were
more
interested
in
sports
than
girls

important
in
the
educa3onal
process
(Creswell,
were.

1994;
Creswell,
2003;
Lucca
&
Berríos,
2003).

Therefore,
educators
should
become
aware
of
Knowing
these
students,
this
ques3on
generated

this
fact
and
encourage
the
development
of
a
a
great
debate
among
them.

Ul3mately,
they

research-‐oriented
culture
among
students.

decided
they
wanted
to
sa3sfy
their
curiosity

and
gather
the
evidence
needed
to
answer
this

However,
even
though
literature
states
that
and
other
“research
ques3ons”
they
came
up

authen3c
learning
experiences,
such
as
with.
conduc3ng
research,
are
impera3ve
in
the

learning
process
of
students
of
all
ages
and
A
plan
to
fulfill
this
purpose
was
designed
and

abili3es
(Lombardi,
2007),
most
teachers
believe
students
became
“researchers”
in
the
process.

that
they
are
too
hard
to
provide
for
students
in
A
ques3onnaire
was
developed
and
a
strategy

the
elementary
level.

Nevertheless,
situa3ons
for
collec3ng
the
data
was
followed.

The

that
emerge
unexpectedly
within
the
classroom
students
administered
the
ques3onnaire
and

can
serve
as
a
star3ng
point
for
an
authen3c
also
conducted
brief
interviews.

Ater
hiZng

learning
experience
for
these
students.

Teachers
the
field,
they
returned
to
the
classroom
and

and
students
can
iden3fy
a
problem
or
situa3on,
analyzed
the
data
that
was
collected.

Students

have
the
students
iden3fy
what
they
really
want
integrated
acquired
math
skills
as
they

to
learn,
and
look
for
solu3ons
to
the
problems
calculated
frequencies
and
percentages
and

they
have
iden3fied
(Farren,
n.d.
&
Elln,
n.d.).

drew
bar
charts
that
illustrated
their
findings.

In
order
to
accomplish
the
previously
stated,

teachers
should
develop
ac3vi3es
that
can
give

students
the
opportunity
to
influence
the

problem.

It
is
important
that
students’
abili3es,

as
well
as
the
students’
learning
objec3ves,
are

taken
into
considera3on.

However,
since

teachers
currently
face
a
standard
based

educa3onal
system,
curricular
alignment

between
authen3c
learning
experiences
and
the

standards
should
not
be
ignored.

In
fact,
it
is

essen3al
that
teachers
develop
authen3c

learning
experiences
based
on
educa3onal

standards.

This
provides
each
educator
the
Student
administering
a
ques3onnaire.
opportunity
to
focus
in
meaningful
outcomes
by

adding
value
to
the
educa3onal
experiences.

! PAGE 22


From
these
findings,
the
students
drew
their
concrete
acquaintance,
intertwined
with

conclusions
and
suggested
recommenda3ons.

judgment
and
explora3on.

They
truly
experienced
the
rigor
involved

throughout
the
research
process. References:

Authen3c
Learning.
Retrieved
on
November
5,
2010
fromhIp://
www.cec.sped.org/AM/Template.cfm?
Finally,
to
their
surprise,
the
student
who
began
Sec3on=Experien3al_Learning&Template=/TaggedPage/
this
en3re
ordeal
was
right.

According
to
the
TaggedPageDisplay.cfm&TPLID=24&ContentID=4697.
data
collected
from
the
par3cipants,
boys
did

like
sports
more
than
girls

If
you
would
like
to
Barca,
A.,
Cabanach,
R.G.,
Marcos,
J.L.,
Port,
A.,
Valle,
A.

(1994)

Procesos
básicos
de
aprendizaje
y
aprendizaje
escolar.

Servicio

know
why,
we
invite
you
to
come
and
visit
the
de
Publicaciones.

Universidad
de
A.
Coruña.
students
and
ask
them.

The
findings
will
amaze

you! Creswell,
J.
(1994).
Research
design:
QualitaFve
and
quanFtaFve

approaches.
Thousand
Oaks,
CA:
Sage
Publica3ons.
Creswell,
J.
W.

(2003).
Research
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acquisi3on
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! PAGE 23


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