Interest Groups

Adult Level Looks to Form
New Interest Group

Mar 18th, 2017 | By

At the 2016 CATESOL Annual Conference Adult Level Rap Session, there was great interest in and energetic discussion about the instructional challenges facing Adult Level students with low formal education. To continue the discussion and to develop an avenue to network and share ideas and strategies, we are in the process of forming the Low
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NNLEI-IG Hopes to Welcome
New Members!

Mar 18th, 2017 | By

By ANA WU —As the co-moderator of the electronic discussion list for the Nonnative Language Educators’ Issues (NNLEI) Interest Group, I would like to invite members to join our community by clicking here. Our interest group is open to all, native and nonnative English speakers, graduate students, experienced ESL/EFL instructors, researchers, and administrators who are
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PTE-IG to Welcome Participation in Next Book Group Session

Sep 24th, 2016 | By
thumbnail of SLA myths

In the San Gabriel Valley part of Los Angeles County, Corey Hanson-Hegger and Jennifer Van Hyning, the Part-Time Educators’ Interest Group coordinators, are planning to conduct a book group during the winter intersession. We will be reading and discussing Second Language Acquisition Myths: Applying Second Language Research to Classroom Teaching by Steven Brown and Jenifer Larson-Hall
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What Pronunciation Professionals Talk About

May 10th, 2016 | By
image of author Marsha Chan

By MARSHA CHAN —I belong to many electronic discussion lists, including the CATESOL Teaching of Pronunciation Interest Group (TOP-IG). If you are not already a member of TOP, I invite you to join us by accessing our Google Group at this link: As I shared with TOP, I participate in another digital discussion group
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How Do You Pronounce “Bear”?

May 10th, 2016 | By
image of bear mugshot for pronunciation article

By MARSHA CHAN —Evan Wu, a follower on my Pronunciation Doctor YouTube channel, posted this question after watching my video Phrase by Phrase Ch14 SF2 /ɛ/ as in every vs. /es/ as in say. He wrote: Thanks Marsha, how about bear/ˈbeɚ/, e is a single syllable here, is it /ɛ/? how do we pronounce this?
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From the Part-Timers’ Corner: Saving Time

Mar 19th, 2016 | By
author image of Corey Hanson Hegger

By COREY HANSON HEGGER —Between grading, lesson planning, and commuting, it’s difficult to find enough hours in the day. It’s important to avoid burnout. Here are some time-saving tips for the classroom: Check Homework in Class Instead of Taking It Home With You. Put students in small groups to compare homework answers, and circulate through
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PTE-IG Book Club Reviews Vocabulary Myths

Sep 29th, 2015 | By
new image of Tiffany Ingle, author

By TIFFANY INGLE —Summer for part-timers generally comes with a lot of pressure and not a lot of paychecks. This summer, to create community and some professional learning in the midst of that pressure, I hosted a PTE-IG book club surrounding Keith Folse’s Vocabulary Myths from University of Michigan Press. Our seven-member book club tackled
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Intercultural Communications IG Panel Tackles Plagiarism

May 19th, 2015 | By
author pic of jennifer Hirashiki

By JENNIFER HIRASHIKI —The CATESOL Intercultural Communications Interest Group addressed the cultural implications of plagiarism in a panel discussion held on April 4. Three educators with varied intercultural experiences led the panel. The session started by defining plagiarism and how it is viewed in an American context. The panel and audience examined how fear of
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Dear Full-Timers, Administrators, and Coordinators

Mar 13th, 2015 | By
image of Tiffany Ingle--PTEIG member

By TIFFANY INGLE —As a part of Adjunct Awareness week, February 23-27, I conducted a survey of the Part-Time Educators Interest Group. I asked only one simple question: What concerns you most right now as a part-time educator? The responses surprised me. I expected to see health care and more pay come up, but I
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Celebrating Part-Time Retirements

Dec 20th, 2014 | By
Tiffany Ingle

By TIFFANY INGLE —I recently had a pie party at my home for some students, during which we ate far too much pie and the students got far too honest. Because it’s registration time, students began discussing which classes to take with which professors—a conversation I chose to eavesdrop on rather than participate in myself.
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