Teaching English to Speakers of Other Languages

Tom Antrim

Timothy White — Mon, 08 Apr 2024 17:37:53 +0000

Tom Antrim

Timothy White Mon, 04/08/2024 - 12:37

Tom

Antrim

Program Assistant

t-antrim2@neiu.edu

Office Hours

Monday through Friday, 8:30 a.m. - 4:30 p.m.

Teaching English to Speakers of Other Languages

(773) 442-5870

Anne Gill-Bloyer

Senyung Lee — Thu, 01 Sep 2022 17:53:53 +0000

Anne Gill-Bloyer

Senyung Lee Thu, 09/01/2022 - 12:53

Anne

Gill-Bloyer

Instructor, Director of the School for the Advancement of English Language and Learning (SAELL)

Expertise

English for academic purposes, intensive English programs, second language writing, teacher training for TESOL

Courses Taught

TESL 340: Teaching English as a Second Language: Practices and Procedures

TESL 341: Teaching English as a Second Language: Principles of Language Teaching

TESL 410: Techniques of Teaching English as a Second/Foreign Language

TESL 414: Theories of Teaching English as a Second Language

Research Interests

English for academic purposes

Education

B.A. Anthropology, Wheaton College

M.A. Teaching English to Speakers of Other Languages, 91Porn

a-gill-bloyer@neiu.edu

Office Hours

By appointment in LWH 0045 or via Zoom.

Room LWH 0045
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-4229

Teaching English to Speakers of Other Languages

College of Arts and Sciences

Main Campus

M.A. TESOL Graduation Project

Perla Torres — Tue, 12 Apr 2022 20:22:35 +0000

M.A. TESOL Graduation Project

Perla Torres Tue, 04/12/2022 - 15:22

M.A. Capstone Guidelines

Registration

Students who choose the thesis track should register for a total of 6 thesis credit hours over at least 2 semesters (= 2 thesis courses). If you don’t complete your thesis while you’re enrolled in these 6 thesis credit hours, you have to continue to register for at least 1 thesis credit hour for the remaining semesters in which you work on the thesis. View the NEIU Master’s thesis documentation.

Milestones Toward Completion of a MA TESOL Thesis

Explore your topic by reading articles or book chapters about your topic.
Once you have ideas about your thesis project, make an appointment with a TESOL faculty member with whom you would like to work. If the faculty member agrees to advise you, he or she will help you narrow down your thesis topic.
Set specific plans for your research based on clear research questions. Write a thesis prospectus that describes your research plans, in consultation with your thesis advisor.
1. The prospectus should include (a) the background and purpose of the study, (b) the research question(s), (c) the study method, (d) potential implications of your study findings, (e) timeline, and (f) references.
2. Your prospectus should be approved by your thesis advisor in order for you to officially start your thesis project.
Once your advisor approves of your thesis prospectus, fill out the graduate thesis registration form, collect signatures, and submit the form to the graduate advisor. The graduate advisor will forward the form to the appropriate administrators.
In consultation with your thesis advisor and graduate advisor, register for thesis credit for the semester you work on your thesis.
Form a thesis committee in consultation with your thesis advisor. The thesis committee should be made up of at least three faculty members, including your advisor, who has to be from the TESOL program. Your advisor will help you form this committee.
If your research involves human subjects (i.e., participants), you will have to complete CITI training to get IRB approval. Go to this website to get training.
After completing the CITI training, file for IRB approval. The thesis committee members also go through IRB training.
Once you get IRB approval, you may start data collection and conduct your research.
Complete the remaining research and writing of your thesis in consultation with your thesis advisor and thesis committee members.
1. Plan ahead and make sure to follow the set timeline for the project. The structure of the thesis submission, as a whole or in parts will depend on your committee. Plan at least 30 days for them to read, evaluate it, and provide feedback.
2. You may be asked to make further revisions based on the feedback you receive from each of the committee members.
The committee evaluates the thesis’ organization, content, form, and style. Once the advisor determines that the thesis is acceptable for defense, an oral examination in defense of the thesis is required. The audience includes the thesis committee members. Other individuals may be invited to attend the oral defense.
Once the thesis has been successfully defended and the final draft of the thesis has been approved by the thesis committee, you are required to submit the thesis to the College of Graduate Studies and Research (gradthesis@neiu.edu). Follow the submission guidelines in the NEIU Master’s thesis manual.

Additional Information

The basic question you should address in the capstone paper is: How has my M.A. TESOL academic training prepared me to be a practicing TESOL professional?

To answer this question, you should comprehensively discuss and document how the coursework undertaken at NEIU (or elsewhere) and other professional experiences have prepared you as a professional who is ready to engage in informed, reflective practice. That is, you will need to reflect on your coursework and professional experiences, and demonstrate how they influence, or will influence, your teaching practice and/or your role as a TESOL professional. Use the criteria in the Capstone Paper Evaluation Rubric below to guide you as you write.

In accordance with TESOL international standards, there are five domains that must be addressed by TESOL degree programs in order to prepare students to become TESOL professionals. Your capstone paper should include the following five domains:

Domain	Relevant TESOL Courses (Note: Electives that are not included in this list will be considered through advising. Discuss which courses to include for each domain with your capstone advisor.)
Language	TESL 402, TESL 420, TESL 427
Culture	TESL 445, one other course (e.g.,TESL 447, TESL 440)
Instruction	TESL 410, one other course (e.g., TESL 406, TESL 442, TESL 451)
Assessment	TESL 468
Professionalism	TESL 414, TESL 460

Structure

The final version of your capstone should include the following sections in this order:

Title Page
Table of Contents
Introduction
Language Domain
Culture Domain
Instruction Domain
Assessment Domain
Professionalism Domain
Conclusion
References
Appendices (A - E)

Format

The paper should be about 40 pages in length, double-spaced (not including the appendices), and include citations and a reference list. Use Times New Roman, font size 12, 1 inch margins. The introduction should be approximately 2 pages and provide background information about what led you to the M.A. TESOL program at NEIU. Some domains may be longer than others, but, you should plan to write approximately 6-8 pages per domain. Your conclusion should be approximately 1-2 pages. You are expected to use academic language since this is an academic paper. For capstone papers, research is not required, but make sure you include citations whenever you cite sources, using APA style.

Appendices

Since theoretical and practical applications are the basis of the degree, one assignment from each domain needs to be included in the appendices and also be referenced in the paper to reveal your learning processes and understanding of the materials. Therefore, you will include appendices consisting of five assignments which should reflect what you have learned and are based in the five TESOL domains. Discussion of the importance of the assignment should be included in each domain. The assignments for Appendices should not include instructor comments.

Process

Plan ahead and start early. Collect pertinent assignments from each class you take for easy access when you’re writing.
By the time you have finished 3 or 4 courses, you should meet with your capstone advisor to discuss specific expectations and to create a timeline for submitting sections of your paper for feedback.
Share your early drafts with your capstone advisor in order to obtain formative feedback. It’s your responsibility to regularly contact your capstone advisor, update the advisor on your progress, and get feedback.
Submit the final version to your capstone advisor 30 days before the last day of the semester. (You and your capstone advisor should decide the timeline for your capstone.) You will have an opportunity to make changes if necessary.
Your revised capstone will be reviewed by another TESOL faculty member, who will have 30 days to read, evaluate it, and provide feedback.
Make changes based on the second reader’s feedback if necessary. Then submit the final capstone paper to your capstone advisor. Once the capstone paper is approved, you will send a PDF copy to the department office manager. The department office manager will submit the capstone completion form, signed by both the capstone advisor and the second reader, to the Graduate Records Office, and you will be officially done with the capstone project.

Capstone Paper Evaluation Rubric
Criteria	Exceeds Expectations	Meets Expectations	Approaches Expectations	Does Not Meet Expectations
Depth of Reflection	Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.	Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.	Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples are not provided or are irrelevant.	Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples are not provided.
Synthesis of Ideas	Response shows strong evidence of a synthesis of ideas presented and insights gained throughout the program. The implications of these insights for the respondent's overall teaching practice are thoroughly detailed.	Response shows evidence of a synthesis of ideas presented and insights gained throughout the program. The implications of these insights for the respondent's overall teaching practice are presented.	Response shows little evidence of a synthesis of ideas presented or insights gained throughout the entire course. Few implications of these insights for the respondent's overall teaching practice are presented.	Response shows no evidence of a synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall teaching practice are presented.
Writing	Writing is clear, concise, and well- organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are very few or no spelling, grammar, or syntax errors.	Writing is mostly clear, concise, and well-organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are few spelling, grammar, or syntax errors.	Writing is unclear and/or disorganized. Some thoughts are incoherent or not expressed in a logical manner. There are spelling, grammar, or syntax errors on many pages.	Writing is unclear and disorganized. Many thoughts are incoherent or not expressed in a logical manner. There are numerous spelling, grammar, or syntax errors throughout the response.

M.A. TESOL Thesis Guidelines

Unit or Department

Teaching English to Speakers of Other Languages

Gina J. Wells Ph.D.

Perla Torres — Fri, 06 Sep 2019 15:34:51 +0000

Gina J. Wells Ph.D.

Perla Torres Fri, 09/06/2019 - 10:34

Gina

Wells

Instructor, Graduate Advisor

Courses Taught

TESL 414: Theories of Teaching English as a Second Language

Research Interests

Dr. Wells’ research interests are the role of music and musicality in second language acquisition, and the role of transformative learning in teacher education. Her other language is Swedish

Education

Ph.D., Professional Studies in Education, Capella University

M.A., Teaching Engish to Speakers of Other Languages, 91Porn

M.Mus, Music Education, University of South Carolina

BMus., Music Education, Columbia College

gjwells@neiu.edu

Office Hours

LWH 2060

Physical Office Hours: Tuesday 3:30pm-4:30pm, Wednesday 5:00pm-6:15pm, Thursday 5:00pm-6:15pm or by appointment.
Virtual Office Hours via Mobile Phone or Google Hangouts: Tuesday 1:00pm-2:00pm.

91Porn
Lech Walesa Hall (LWH) 2060
5500 N St Louis Ave
Chicago, IL 60625-4699
United States

773-442-5883

Ph.D.

Teaching English to Speakers of Other Languages

College of Arts and Sciences

Main Campus

Resources

mbrown68 — Tue, 24 Jul 2018 20:55:17 +0000

Resources

mbrown68 Tue, 07/24/2018 - 15:55

Jobs, Grants and Fellowships
Resources for your job search and funding your education
Conferences and Other Events
Upcoming local and international conferences related to TESOL and applied linguistics
Publication Opportunities
Upcoming opportunities to submit academic work for publication
Professional Organizations and Journals
A list of organizations for TESOL professionals along with journals for publishing academic work
Clinical Sites and Community Organizations
Clinical sites for practicums and local organizations that offer ESL classes
Other Resources
Online resources for students including dictionaries, corpora, lesson plan ideas and videos

Compiled by NEIU TESOL faculty and staff and updated frequently, these pages contain an extensive list of resources for:

Teaching English to Speakers of Other Languages (TESOL)
Teaching English as a Second Language (TESL)
Teaching English as a Foreign Language (TEFL)
English as a Second Language (ESL)
English Language Teachers (ELT)
English as a Foreign Language (EFL)
English Language Learners (ELL)

Please report any broken links and provide feedback to e-marks@neiu.edu.

QuickLinks

The Graduate College Fellowship Finder

Illinois TESOL/BE Job Bank

ITBE Annual Convention

TESOL Convention Graduate Student Forum

Ulugbek Nurmukhamedov, Ph.D.

Cassandra Martinez — Mon, 12 Dec 2016 23:03:35 +0000

Ulugbek Nurmukhamedov, Ph.D.

Cassandra Martinez Mon, 12/12/2016 - 17:03

Ulugbek

Nurmukhamedov

Associate Professor

Expertise

second language vocabulary, corpus linguistics, computer-assisted language learning

Courses Taught

TESL 340: Practices and Procedures

TESL 341: Principles of Language Teaching

TESL 343: Introduction to Language Assessment

TESL 409: Research Design & Methods

TESL 410: Techniques of Teaching English as a Second Language

TESL 414: Theories of Teaching English as a Second Language

TESL 427: Teaching Pronunciation

TESL 442: Using Technology with Second Language Learners

TESL 452: Content-based Language Instruction

TESL 460: Second Language Acquisition

TESL 468: Principles of Language Assessment

Research Interests

second language vocabulary, corpus linguistics, computer-assisted language learning

Education

Ph.D., Applied Linguistics, Northern Arizona University
MA., TESOL, University of Illinois at Urbana-Champaign
MA., Translation Theory and Practice, Uzbek State World Languages University

Selected Publications

Book

Nurmukhamedov, U., & Sadler, R. (2020). New ways in teaching English with games. TESOL Press.

Journal Articles and Book Chapters

Nurmukhamedov, U., & Sadler, R. (2022). Searching for academic collocations in Google Scholar: A technique for EAP writers. In Viana, V & A. O’Boyle (Eds.), Corpus linguistics for English for academic purposes. Routledge.

Sharakhimov, Sh., & Nurmukhamedov, U. (2021). Five test formats to assess productive vocabulary. English Teaching FORUM, 59, 16-25.

Nurmukhamedov, U., & Sharakhimov, Sh. (2021). Corpus-based vocabulary analysis of English podcasts. RELC Journal. https://doi.org/10.1177/0033688220979315

Nurmukhamedov, U. (2021). [Review of the book Professional Development in Applied Linguistics]. Journal of English for Research Publication Purposes, 2(2), 172-176.

Nurmukhamedov, U., & Webb, S. (2019). Research timeline: Lexical coverage and profiling. Language Teaching, 52, 188-200.

Nurmukhamedov, U., & Plonsky, L. (2018). Reflective and effective teaching of vocabulary. In M. Zeraatpishe, A. Faravani, H. R, & M. Azarnoosh (Eds.), Issues in applying SLA theories toward creative teaching (pp. 115-126). Sense Publishers.

Nurmukhamedov, U. (2017). Lexical coverage of TED Talks: Implications for vocabulary instruction. TESOL Journal, 8, 268-290.

Additional Information

Selected Presentations

Nurmukhamedov, U. (2022, February 26). Professional development opportunities for MA-level TESOL/Applied Linguistics. Paper presented at Illinois Teaching English to Speakers of Other Languages – Bilingual Education (TESOL-BE), Chicago, Illinois.

Nurmukhamedov, U. (2022, January 29). Talking about games. ELT in Uzbekistan Forum at Westminister International University in Tashkent, Uzbekistan.

Isamukhamedova, N., & Nurmukhamedov, U. (2021, March 5). Ingliz tilini o’rganish bo’yicha savollarga mutaxassislardan javob [Experts’ response to questions about learning English] [Webinar in Uzbek]. Mentor Hub. https://www.youtube.com/watch?v=X_n7WvI5neE

Sadler, R., & Nurmukhamedov, U. (2020, February 6). New games for language learning. Paper presented at the 17th Annual CamTESOL Virtual Conference on English Language Teaching.

Nurmukhamedov, U. (2020, September 8). How to write a book review in TESL & Applied Linguistics [Webinar]. Mentor Hub in collaboration with 91Porn. https://www.youtube.com/watch?v=ukZHtGWl2Xc&t=1381s

Nurmukhamedov, U. (2020, July 6). Ingliz tilida “academic writing” mahoratini oshirish. [Improving academic writing skills in English][Webinar]. Uzbek-American Association of Chicago. https://www.youtube.com/watch?v=yxjbeeQKhVg&t=1149s

u-nurmukhamedov@neiu.edu

Office Hours

Office Hours
11 a.m.-1 p.m. Thursday and Friday or by appointment

Room LWH 3070
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-5870
United States

(773) 442-5876

https://ulugbeknur.wixsite.com/profile/home

Teaching English to Speakers of Other Languages

College of Arts and Sciences

Main Campus

Publication Opportunities

Timothy White — Sat, 19 Nov 2016 02:41:55 +0000

Publication Opportunities

Timothy White Fri, 11/18/2016 - 20:41

Journal	Topic	Submission Deadline
Letras de Hoje	Pragmatics and Second Language Acquisition	Dec. 15, 2016
Journal of English for Specific Purposes at Tertiary Level	Current Research and Practice in Teaching Disciplinary Literacies	Jan. 1, 2017
TESOL Quarterly	At the Cross-Roads of TESOL and English Medium Instruction	Feb. 1, 2017
Brazilian English Language Teaching Journal	Language Education Policy	Feb. 28, 2017
Linguistic Approaches to Bilingualism	Bilingual Child or/and Adult Production and Comprehension	March 1, 2017

Other Resources

Timothy White — Fri, 21 Oct 2016 22:19:00 +0000

Other Resources

Timothy White Fri, 10/21/2016 - 17:19

Online English-English Dictionary Resources

Online Corpora and Corpus-based Tools

YouTube Channels

QuickLinks

The Graduate College Fellowship Finder

Illinois Teachers of English to Speakers of Other Languages - Bilingual Educati…

Illinois TESOL/BE Job Bank

Clinical Sites and Community Organizations

Timothy White — Fri, 21 Oct 2016 22:11:59 +0000

Clinical Sites and Community Organizations

Timothy White Fri, 10/21/2016 - 17:11

Clinical Sites

Chicago Elementary Schools

Belding Elementary 4257 N. Tripp Ave. map
Clinton Elementary 6110 N. Fairfield Ave. map
Grissom Elementary 12810 S. Escanaba Ave. map
Hanson Park Elementary 5411 W. Fullerton Ave. map
LEARN Charter School-Excel 3021 W. Carrol Ave. map
LEARN Charter School-South Chicago 8914 S. Buffalo Ave. map
McPherson Elementary 4728 N. Wolcott Ave. map
Mary Lyon Elementary 2941 N. McVicker Ave. map
Murphy Elementary 3539 W. Grace St. map
Bridge Elementary 3800 N. New England Ave. map
Oriole Park Elementary 5424 N. Oketo Ave. map
Palmer Elementary 5051 N. Kenneth Ave. map
Peterson Elementary 5510 N. Christiana Ave. map
Portage Park Elementary 5330 W. Berteau Ave. map
Prussing Elementary 4650 N. Menard Ave. map
Rauner Head Start 2700 S. Western map
Sauganash Elementary 6040 N. Kilpatrick Ave. map
Seward Academy Elementary 4600 S. Hermitage map
Talman Elementary 5450 S. Talman Ave. map
Wells Community Academy 936 N. Ashland Ave. map

Chicago High Schools

Kelly High School 4136 S. California Ave. map
Mather High School 5835 N. Lincoln Ave. map
Roosevelt High School 3436 W. Wilson Ave. map
Schurz High School 3601 N. Milwaukee Ave. map
Sullivan High School 6631 N. Bosworth Ave. map

Suburban Elementary Schools

East Prairie Elementary 3907 W. Dobson, Skokie map
Edison Elementary 4100 Scoville Ave., Stickney map
LEARN Charter School 3131 Sheridan Rd., North Chicago map
LEARN 10 Charter School 1811 Morrow Ave., North Chicago map
Lake Forest Academy 1500 W Kennedy Rd., Lake Forest map

Community Organizations

QuickLinks

The Graduate College Fellowship Finder

Illinois TESOL/BE Job Bank

ITBE Annual Convention

TESOL Convention Graduate Student Forum

Professional Organizations and Journals

Timothy White — Fri, 21 Oct 2016 22:06:28 +0000

Professional Organizations and Journals

Timothy White Fri, 10/21/2016 - 17:06

Professional Organizations

Journals

QuickLinks

The Graduate College Fellowship Finder

Illinois TESOL/BE Job Bank

ITBE Annual Convention

TESOL Convention Graduate Student Forum

Teaching English to Speakers of Other Languages

Tom Antrim

Tom Antrim

Anne Gill-Bloyer

Anne Gill-Bloyer

M.A. TESOL Graduation Project

M.A. TESOL Graduation Project

Registration

Milestones Toward Completion of a MA TESOL Thesis

Additional Information

Domain

Relevant TESOL Courses

(Note: Electives that are not included in this list will be considered through advising. Discuss which courses to include for each domain with your capstone advisor.)

TESL 402, TESL 420, TESL 427

TESL 445, one other course (e.g.,TESL 447, TESL 440)

TESL 410, one other course (e.g., TESL 406, TESL 442, TESL 451)

TESL 468

TESL 414, TESL 460

Structure

Format

Appendices

Process

Capstone Paper Evaluation Rubric

Criteria

Exceeds Expectations

Meets Expectations

Approaches Expectations

Does Not Meet Expectations

Depth of Reflection

Synthesis of Ideas

Writing

Gina J. Wells Ph.D.

Gina J. Wells Ph.D.

Resources

Resources

Ulugbek Nurmukhamedov, Ph.D.

Ulugbek Nurmukhamedov, Ph.D.

Publication Opportunities

Publication Opportunities

Other Resources

Other Resources

Online English-English Dictionary Resources

Online Corpora and Corpus-based Tools

YouTube Channels

Clinical Sites and Community Organizations

Clinical Sites and Community Organizations

Clinical Sites

Chicago Elementary Schools

Chicago High Schools

Suburban Elementary Schools

Community Organizations

Professional Organizations and Journals

Professional Organizations and Journals

Professional Organizations

Journals