CATESOL24

This session explores the wide range of submissions The CATESOL Journal, Newsletter, and Blog welcome and how accessible these venues are for members to share their action research, conference presentations, and/or classroom activities. CATESOL publications editors explain the ins and outs of publishing: audience and editor expectations, submissions policies, review and revision processes, and ideas for article topics. Anyone interested in publishing is encouraged to attend, regardless of background experience.
Slides: Tips for Publishing in The CATESOL Journal

TESOL today offers exciting opportunities for collaboration, including professional writing, program design and delivery, program evaluation, curriculum/ materials design, professional presentations, service to professional organizations, and membership in communities of practice. The presenter elaborates on these, suggesting tips for achieving positive collaboration. Closing remarks summarize how collaboration benefits our profession.

Traditional writing assessment often focuses on a final product as compared to the developmental process that initially brought it to fruition (Hirvela,1999; Stern & Solomon, 2006). As a result, learners focus their attention on perfecting a final product rather than on the process of writing. Unsurprisingly, much instructor feedback addresses technical corrections while comments focused on quality and development of ideas, structure/organization, and cohesion are frequently deficient (Stern & Solomon, 2006). In this workshop, we offer social annotation as a more humanized learning and assessment process.

Can Processability Theory (PT) predict and enhance the syntactic development of Chinese college EFL students? This session explores PT's applicability through targeted teaching interventions aiming to improve learners' syntactic developmental stages and provide practical insights for educators. Two experiments were conducted: an online pre-test to assess developmental stages and a task-based language teaching intervention. Results indicate significant improvements in syntactic development, demonstrating PT's potential to inform and improve EFL instructional practices.

Join this rap session to meet fellow Adult Ed level educators and discuss issues relevant to teaching adult English language learners.

Racism has recently been studied in the TESOL field as part of teacher professional development and hiring practices (Bock Thiessen, 2021) and perspective of international users of English as part of language teacher administration (Raza & Eslami, 2024). In exploration of topics related to racism in CATESOL it is favorable to emphasize the empowerment of all CATESOL voices. The objective of this poster session is to provide participants with the knowledge to implement solutions for responding to micro aggressions related to racism in CATESOL. The presenter will offer guidelines for navigating complex topics of racism with accompanying discussion questions.

A benefit of reframing the writing process as a practice-based learning landscape is that students gain voice within their campus communities. When students invest by sharing their work, the art of revision 'revises' the way they see themselves, creating an opportunity for them to experience the joys of becoming writers. This research-grounded workshop highlights benefits of student engagement with peers through two approaches which attendees experience: writing groups and critique letter writing. Attendees participate in a writing community to experience alternative revision approaches which they can add to their own courses in order to foster students' civil engagement and confidence.