ABA Language Institute is interviewing teachers for Summer 2023.

We are interested in finding qualified teachers for this summer semester beginning on May 1.

Classes are from 9:00 – 1:30 Monday – Thursday. 

Requirements: Bachelor’s Degree in TESOL or a related field and TESOL Certificate Master’s Degree in TESOL or a related field and TESOL Certificate Experience in teaching ESL to adults is a plus.

If interested please send your CV to Karen.abalang@gmail.com

ENGLISH TEACHERS NEEDED BY ARAMCO

Package Salary between $6,000USD and $7,000USD per month (average).

We are in Portland, USA and will be conducting interviews for English teaching positions between 17th March 2023 - 24th March 2023.

74 Open Positions 

Interview Screening Location:

Oregon Convention Center

777 NE Martin Luther King, Jr. Blvd

Portland OR 97232

Or screening via email: a.israeel@eslbar.co.uk

Interview Location: 

Double Tree by Hilton Hotel Portland

1000 NE Multnomah St,

Portland, OR 97232 (By invitation only)

Work Location: Kingdom of Saudi Arabia – Main locations : Jeddah, Ras Tanura, Abqaiq, AlHassa, Riyadh, Dhahran and Yanbu.

Travel expenses for those travelling from outside Portland shall be reimbursed ($500 Max) once the interview process is completed.

Education/Qualification Requirements

A bachelor’s degree or higher in:

• ·Teaching English as a Second/Foreign Language (TESL/TEFL) OR
• ·Education (with a specialisation in TESOL, Language Arts, Applied Linguistics) OR
• · social science(psychology), communications, linguistics, or modern languages

Other essential requirements (one of the following):

• ·A recognised teaching qualification by a state, government, an accrediting authority in the content area: (e.g., a teaching diploma related to language teaching or a teacher certification or recognised post bachelor’s degree diploma in English Language teaching) OR
• ·A recognised ESL/EFL teaching certification or second language and/or bilingual teaching certification by a/an state, government, accrediting authority or professional body.

Experience

• ·Minimum of four (4) full-time years of face to face adult English teaching experience (University, college and high school- NOT ELEMENTARY school) experience of English, TEFL or TESL
• Preferred Skills
• ·High level of instructional technology skills
• ·Professional proficiency in computer applications (Microsoft Office suite)
• ·Pastoral and student advising experience

Age limit: Under 60 Years old due to visa restrictions

FULLY INCLUSIVE PACKAGE

Base Salary + Housing + food allowance = 6,000USD to $7,000USD per month(Average).

Potential Start Date: As soon as you have been cleared by Aramco's background investigation team ( usually takes two months) and when it is most suitable for you( after your notice period or contract ends)

Please send your CV( must include your nationality and date of birth), a copy of your passport, and copies of your qualifications) to a.israeel@eslbar.co.uk

For any questions or queries, please do not hesitate to call, Whatsapp or email at anytime

Other Contact Details:

US Number: 5715643707

WhatsApp: +447538692064

Linkedin: linkedin.com/in/eslbar

2023 Spring Institute

by City of Philadelphia's Office of Children and Families Adult Education

Tuesday, May 16 · 9:30am - 3pm

Parkway Central Library

1901 Vine Street

Philadelphia, PA 19103

OCFAE’s 2023 Spring Institute is an appreciation event to honor the work of adult education instructors, administrators, and volunteers serving the City of Philadelphia. The event will highlight the importance of relationships among volunteers, instructors, and administrators. To celebrate, there will be a luncheon, giveaways, and a performance.

To support the work of adult educators, there will be morning and afternoon workshops; info sessions on tutoring, teaching, and PD opportunities; and community-building opportunities.

Reserve a Spot

TESOL Quarterly 2024 Special Issue on Assessing the effectiveness of corpus-based approaches to English language teaching 

Call for Abstracts

Guest Editors:

J. Elliott Casal, University of Memphis: jecasal@memphis.edu

Matt Kessler, University of South Florida: kesslerm@usf.edu

Corpus linguistics has had a profound impact on L2 English language instruction in terms of available resources and the design of syllabi (i.e., indirect), as well as in terms of pedagogical activities and tasks themselves (i.e., direct; Leech, 1997). A robust body of scholarship supports the adoption of corpus-based language learning tasks in L2 English instruction, with particular emphasis on L2 writing and vocabulary development, learner perception data, and the Data-Driven Learning approach (Johns, 1990). However, attention to reading, listening, speaking, pragmatic knowledge, and other areas (e.g., use of learner-compiled corpora; integration of corpus-analysis activities with other pedagogical activities) is comparatively limited. Currently, there is room for more research investigating how corpus-based pedagogies impact learner development from quantitative, qualitative, and mixed-methods approaches that look for changes in production, metacognition, identity, and other areas of communicative competence.

One of two TESOL Quarterly 2024 Special Issues, Assessing the effectiveness of corpus-based approaches to English language teaching aims to address such matters. Submissions to this special issue should be both theoretically grounded and rooted in practice with a strong emphasis on analyzing the impacts of the pedagogical activities on L2 English learner development. Preference will be given to submissions which focus on less commonly taught skills, linguistic features, and innovative corpus-based pedagogies through rigorous means of assessing development. Submissions should clearly motivate and outline the corpus-based pedagogical approach adopted, theoretically motivate the operationalization of development, provide careful and robust analysis of learner data, and include implications which may be generalizable to other English language instruction contexts.

For the special issue, we are accepting submissions for Full-Length Articles, Brief Reports, Research Issues, and Teaching Issues. Those interested in potentially contributing to the special issue should email the following information to both guest editors by January 31, 2023: a) the intended manuscript submission type/section, b) a title, c) an abstract of up to 300 words; and d) author bios (150 words max each) with contact information of the authors. All invited full submissions will undergo double-anonymous peer review

Expected timeline:

Abstracts due to Guest Editors: January 31, 2023

Authors notified of full submission invitation: February 28, 2023

Full submissions due: August 1, 2023

Reviews sent to authors: October 31, 2023

Final revisions due: January 1, 2024

Final revisions accepted: March 1, 2024

Call for Chapter Proposals: Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback

Editors

Asli Lidice Gokturk-Saglam, University of South Eastern Norway, Norway
Ece Sevgi-Sole, University of Milan, Italy

Call for Chapters

Proposals Submission Deadline: November 14, 2022
Full Chapters Due: January 27, 2023

Introduction

Assessment in the learner-centered context is used to diagnose learning issues, progress, in addition to evaluating learning outcomes (Irvine, 1998; Huba & Freed, 2000). The advancement of digital tools has enabled the development of online language assessment, exams, evaluation and feedback. Nonetheless, the language assessment literacy required of a teacher today is of a completely different kind — one that is adapted to the digital environment and altered for the pedagogical approaches of our new norm. The spread of the pandemic also spread panic and despair as teachers, school principals/managers and administrators were caught off-guard when Covid-19 prompted the abrupt change in learning activities and evaluation of students’ achievements, from face-to-face into online distance learning. There is a scarcity of literature addressing the challenges of the in-person to online assessment, exams, evaluation and feedback, in the time of the COVID-19 education crisis, which was the main motivation for this edited volume. The book looks at the main challenges of online language assessment when migrating from an in-class to an online environment due to the, namely, academic integrity, adaptation to the new testing environment, technical problems and anxiety. The research-based chapters display real-world experiences, display practical examples of the academic field of language assessment and testing, and restate the commitment to academic quality.

Read the full CFP at IGI Global

Eighth TESOL/Applied Linguistics/Foreign Languages (TALFL) Conference

The Department of Languages and Cultures at West Chester University

Theme: Contemporary Issues in Language Education
April 22, 2023
Sykes Student Union
West Chester University
West Chester, PA, USA

Call for Proposals

Proposals are now being sought for the eighth TESOL/Applied Linguistics/ Foreign Languages (TALFL) Conference which will be held on April 22nd, 2023. The theme for the conference is “Contemporary Issues in Language Education.”

Suggested Topics for Sessions

For this edition of TALFL the conference planning committee has chosen a deliberately broad theme. The issues worthy of discussion with regards to language education are plentiful and may include topics related to challenges inside and outside of the classroom. Thus, we encourage presentations examining a wide range of areas including (but not limited to) teaching methodology, technological innovations, language policies, assessment, materials development, language acquisition, and the promotion of bi-/multilingualism.

Proposals are due by February 17, 2023.

Decisions will be sent out by early March, 2023.

If you have any questions, please contact one of the conference co-chairs: Dominik Wolff (dwolff@wcupa.edu) or Innhwa Park (ipark@wcupa.edu).

Global Perspectives on Effective Assessment in English Language Teaching

Proposals Submission Deadline: November 9, 2022

Full Chapters Due: March 9, 2023

Submission Date: March 9, 2023

Introduction

English language programs depend on effective assessment to measure student proficiency for purposes of placement, advancement, and completion. A variety of approaches may be adopted depending on the program, its objectives, and the students it serves. Teachers and administrators in many contexts may also be required to meet institutional accountability expectations, often externally imposed and related to accreditation standards. The need for appropriate and accurate assessment of student learning, whether internally sought or externally required, provide the opportunity for teachers and administrators to consider current practices, implement reforms, and as a result of ongoing assessment findings, improve student learning through curricular change, teacher training, and modification of classroom practice. The goal of this volume is to provide a resource for teachers and administrators in the area of assessment practices and processes. The volume seeks to explore possible approaches, models, principles, and techniques related to effective assessment at the classroom and program levels. It will reflect current theory, address the topic of assessment and accountability movements within the context of English language learning, and be of practical value to classroom teachers, administrators, and teacher educators.

Objective

The goal of this volume is to provide a resource for teachers and administrators in the area of assessment practices and processes. The volume seeks to explore possible approaches, models, principles, and techniques related to effective assessment at the classroom and program levels. It will reflect current theory, address the topic of assessment and accountability movements within the context of English language learning, and be of practical value to classroom teachers, administrators, and teacher educators. Assessment is one of the main, albeit, not the most popular components of English Language Programs. This is true from the perspectives of both teachers and learners. Assessment fulfills important school requirements in many areas of English language teaching, whether English as a foreign language, as a second language, or for academic purposes. There are many different ways to assess learners, and the more a teacher is familiar with, the better this aspect can be integrated into English lessons. This applies to all learners, yet it is especially important for language minority learners. These learners are often unfamiliar with testing methods used in countries other than those from which they originate, and they are often incapable of displaying their complete abilities during one session.

Target Audience

The audience for this volume is primarily classroom teachers and administrators in English language programs within higher education, private language schools, and other contexts. The book would also be of value in teacher education programs to train pre-service teachers in effective assessment techniques and increase awareness of current issues.

Recommended Topics

Language program evaluation; curriculum alignment (planning, teaching, assessment); authentic assessment; alternative assessment; self and peer assessment in the classroom; individual and group work assessment; language and content instruction assessment; test preparation; washback in bilingual education; computerized assessment in language programs.

Submission Procedure

Researchers and practitioners are invited to submit on or before November 9, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by November 23, 2022 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by March 9, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Global Perspectives on Effective Assessment in English Language Teaching. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.

Important Dates

November 9, 2022: Proposal Submission Deadline 
November 23, 2022: Notification of Acceptance 
March 9, 2023: Full Chapter Submission 
May 7, 2023: Review Results Returned 
June 18, 2023: Final Acceptance Notification 
July 2, 2023: Final Chapter Submission

Inquiries

Miguel Fernández Álvarez Universidad Politécnica de Madrid m.fernandez@upm.es Amanda Montes Northeastern Illinois University A-Montes@neiu.edu

RENEW is looking for competent and flexible ESL instructors to join our team. 

With an expanding population of refugees arriving from diverse backgrounds, there is an increasing need for English language programs. RENEW is a start-up non-profit with a mission to help refugee women learn English so that they can improve their vocational and job opportunities and integrate successfully into their new communities. 

View PDF Job Description

Job Title: Online Adult ESL Instructor 

Time Commitment: Part-time (4-6 hours per week, evenings/weekend), 1099 Contract basis 

Location: Remote Teaching 

Salary: $25 per hour 

General Description: The ESL instructor will develop lesson plans and tailor the curricula for refugee women whose native language is not English. Classes target beginning and intermediate level English speakers. 

Summary of Responsibilities 

▪ Teach adult learners who are at different levels of proficiency. 

▪ Assess learning needs of refugee women to meet their needs. 

▪ Organize and modify class activities to accommodate different learning styles and speed. 

▪ Maintain accurate records of attendance and progress of students. 

▪ Evaluate and disseminate progress reports at regular intervals. 

▪ Create a non-threatening, non-discriminatory, encouraging, and nurturing environment for learning 

▪ Encourage interaction among students to facilitate learning and confidence. 

▪ Show cultural sensitivity in working with women with different values and beliefs. 

▪ Maintain confidentiality and professional boundaries as deemed appropriate. 

▪ Follow RENEW policies. 

Qualifications: 

▪ Bachelor's Degree, preferably in education, TESOL, or a related field. 

▪ TESOL/TESL/TEFL certification or equivalent preferred. 

▪ Minimum of 1 year experience teaching adult language learners. 

▪ Strong time management and organizational skills. 

▪ Demonstrate punctuality. 

▪ Should be able to work independently and in a team. 

▪ Exercise sound and objective judgment in decision-making practices. 

▪ Have experience with online learning platforms (Zoom, Google meet, MS teams, etc.) 

▪ Own laptop or desktop computer fitted with a high-definition webcam and fast and reliable internet connection. 

▪ Must be experienced with Microsoft products. 

RENEW is an equal opportunity employer and does not discriminate against any one on the basis of race, color, religion, sex, national origin, age, disability, political affiliation, or belief. 

If you are interested in this position, please send a cover letter and resume via email to Shanaz Tejani-Butt, at info@renewmyself.org. 

Part Time ESL Instructor 

About the IELP  

The intensive English language program (IELP) is our largest program, with 10 levels of academic English. Students who complete the highest levels of the IELP meet the University's English language requirement for admission.  

Overview 

Part Time ESL Instructors are responsible for the planning and delivery of ESL classes within the curriculum of the intensive English language program (IELP). Instructors are expected to plan lessons, activities, homework, and formative assessments for the entire session. The IELP curriculum provides course objectives, textbooks, and end-of-level assessment, but teachers have some autonomy in implementing that curriculum. Regular, timely, reporting on attendance, student performance, and some other administrative functions are essential to this position.  

Schedule 

Specific schedules vary from session to session, but it is common for instructors to teach one or two classes per (7-week) session, each of which is from 4 to 6 hours of teaching per week, plus 30% paid preparation time. Classes meet in person in North Philadelphia 

Approximate Breakdown of Duties 

• 70% classroom instruction 
• 20% preparation, assessment, curriculum 
• 10% meetings and administration 

Duties and Responsibilities 

• Plan and deliver inclusive, student-centered academic English lessons within the provided curriculum framework 
• Plan and administer appropriate formative and summative assessments 
• Assign and score work using Canvas, providing student feedback in a timely manner 
• Help to advise Academic Team on student leveling and progress  
• Attend periodic teachers’ meetings 

Minimum Qualifications 

• Must hold a master’s degree in TESOL, applied linguistics, or a closely related field, and two years’ experience teaching English to adults 

• Excellent oral and written communication skills in English 

• Demonstrated knowledge of language teaching methodology and assessment practices 

• Demonstrated ability to work with a highly diverse population 

• Ability to work legally in the US 

Preferred Qualifications 

• Experience teaching abroad and experience in academic intensive English programs  

• Fluency in additional languages 

• Experience with Canvas, Microsoft Teams, and educational technology. 

Application Instructions 

Please email a resume, cover letter, and contact information for three references. 

QUALIFICATIONS:

New York State Certified in the tenure area for which they are applying to teach.

JOB SUMMARY:

Position requires the planning, organization, and implementation of the appropriate instructional program to address the learning needs of the students; to guide and encourage students to develop and fulfill their potential in both curricular and extracurricular activities. 

For more details and application instructions, view the full job description.