ERIC Number: ED376718
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Elementary Education Newsletter. The Official Publication of the ESOL in Elementary Education Interest Section. Volume 15-16, Summer 1993-Winter 1994.
Jim Rupp, Ed.
Elementary Education Newsletter, v15 n1-2 Sum-Win 1992-93 v16 n1-2 Sum-Win 1993-94
Four issues of the newsletter of the Elementary Education Interest Section (EEIS) of Teachers of English to Speakers of Other Languages (TESOL) are presented in this document. Issue number 1 of volume 15, focussed on defining "who we are," describes the nature and purposes of EEIS and contains brief accounts by parents, students, and colleagues involved in English-as-a-Second-Language (ESL) education. Additionally, in a regular feature called "Message from the Chair," Wes Elby comments on EEIS's theme for the year: "Designing Our Children's World" and gives highlights of the 1992 TESOL annual meeting. The lead article in issue number 2, Elizabeth England's "From the Ivory Tower to the Trenches; University-Elementary School Connections," offers reasons for the gap between research and teaching and suggests ways for teachers and researchers to connect. Following this, Jean Hanscombe, in a report called "The Search for Researchers Begins," discusses the mandate of the newly formed EEIS Research Task Force and offers ideas on how teachers can "do research" in the elementary schools. An article by Lory Doolittle on the "whole language" approach to teaching English language proficiency to ESL students concludes the issue. The first issue of volume 16 contains two articles by Mary B. Schafer: "Portfolio Assessment in ESOL" (the lead article) and a brief concluding essay on involving students in the evaluation process. Also included is a report by Jean Hanscombe on the search for researchers and a message from the chair by Dan Doorn, entitled "Gathering Stories To Share" on sustaining network contacts initiated at the 1993 TESOL meeting and encouraging all concerned to be story tellers, story listeners, and story sharers. Mainstreaming ESOL students is the focus of issue 2, which contains a substantial interview between the newsletter editor and Elizabeth Thompson, a fourth grade teacher in a whole-language, mainstream classroom in a rural district near Tucson, Arizona. Two other articles are included: one, by Joan Dugey, on how classroom teachers could be made to feel more positive about ESL; and the other, by Maria da Silva Amendolare, describing a successful schoolwide multicultural event at a monocultural school in Plymouth, Massachusetts. All issues contain notes from the editor, new book information, announcements of meetings and/or awards, and samples of student work. (LR)
Descriptors: Classroom Research, College School Cooperation, Creative Writing, Dialog Journals, Elementary Education, English (Second Language), Mainstreaming, Multicultural Education, Parent Participation, Parent School Relationship, Portfolios (Background Materials), Second Language Instruction, Student Evaluation, Theory Practice Relationship, Whole Language Approach
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA.