The ESL faculty has been working harder than ever to provide the Writing Program with the necessary tools to teach our ESL students effectively. With international students making up 24% of the fall 2015 incoming class at BU, we have all become ESL instructors in some way. Paul K. Matsuda’s fall visit (pictured above) was quite a success with a range of faculty engaging in workshops and conversations with the celebrated academic; many of us walked away invigorated with insights about language learning and its relationship to our teaching. Most recently, an all-day seminar, organized by Maria Zlateva and Christina Michaud, brought together the collective expertise in ESL teaching and writing in our program. You will be able to access the articles and assignment sheets on our Blackboard page under Faculty Seminars. Here is the full agenda of topics below. Please feel free to contact any of these panelists for more information about a topic of your interest.
2016 ESL Faculty Seminar Schedule
1. Introduction and Intercultural Topics (9:00-9:35)
Panelists: Brandy Barents, Diana Lynch, Michael O’Mara, Stephanie Mikelis
Belcher, D. (2014). What we need and don’t need intercultural rhetoric for: A retrospective and prospective look at an evolving research area. Journal of Second Language Writing, 25(1), 59–67.
Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing,6(1), 45-60.
- Language Learning, or ESL in the Classroom (9:40-10:20)
Panelists: Somy Kim, Lesley Yoder, Pary Fassihi
Guilloteau, N. (2010). Vocabulary. In Foreign Language Teaching Methods. Carl Blyth (Ed.), COERLL, The University of Texas at Austin. Retrieved from https://coerll.utexas.edu/methods/modules/vocabulary/02/
Hinkel, E. (2003). Simplicity without elegance: Features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37(2), 275-301.
- Practical Application: Responding to ESL WR 100 Essays—WCF and Beyond (10:25-11:05)
Panelists: Kevin Barents, Tom Oller, Michele Calandra
Ferris, D. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19,6-23.
Goldstein, L.M. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13(1), 63-80.
- Mediated Integration and Multilingual Classes: ESL in WR 100/150 (11:10-11:50)
Panelists: Sarah Hanselman, Kim Shuckra-Gomez, Holly Schaaf
Matsuda, P.K. & Silva, T. (1999). Cross-cultural composition: Mediated integration of U.S. and international students.Composition Studies, 27(1), 15-30.
Myles, J. (2002). Second language writing and research: The writing process and error Analysis in Student Texts. TESL-EJ 6(2). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume6/ej22/ej22a1/?wscr
- Second Language Writers and the Writing Center (12:40-1:20)
Panelists: Heather Barrett, Amy Bennett-Zendzian, Olga Drepanos
Myers, S.A. (2003). Reassessing the proofreading trap: ESL tutoring and writing instruction. Writing Center Journal, 24(1), 51-70.
Thonus, T. (2004). What are the differences? Tutor interactions with first- and second-language writers. Journal of Second Language Writing, 13, 227-242.
- Genre and English for Academic Purposes (1:25-2:05)
Panelists: Soomin Jwa, Justin Cubilo
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1): 50-71.
Colombi, M.C. (2009). A systemic functional approach to teaching Spanish for heritage speakers in the United States. Linguistics and Education, 20(1), 39-49.
- Q&A and Reflections: Transfer, Composition, and Language Development (2:10-3:00)
Panelists: Maria Zlateva, Christina Michaud
Belcher, D. (2012). Considering what we know and need to know about second language writing. Applied Linguistics Review, 3(1), 131-150.
Frodesen, J. & Holten, C. (2003). Grammar and the ESL writing class. In B. Knoll (Ed.), Exploring the dynamics of second language writing (pp. 141-161). Cambridge: Cambridge UP.
Post-seminar drinks with colleagues makes work more fun!