Ohio TESOL had around 700 attendees this year, making it one of the most well attended state TESOL conferences nationwide. This is especially impressive at a time when a lot of districts are cutting back on funding for teachers to attend conferences. The conference was a great opportunity for me to talk to a lot of ESL teachers about the current state of ESL methodology. A few recurring themes emerged: the use of technology and teaching productive skills (speaking and writing).
Technology and Software for ESL Students
Many teachers reported that they are exploring what technology can do for them and for their students. They described experiments with Moodle and social networking sites. I also heard a lot of interest in commercial ESL software. By far the biggest buzz was on what’s available online rather than on CD-ROM. Some teachers have been trying out different projects and assignments online for a while now, but the majority were just starting to explore their options. As student access to the internet broadens and teacher familiarity with available software increases, I predict significantly higher use of technology in ESL.
Whenever we talked about Reading/Writing or Listening/Speaking classes, teachers shared with me a renewed emphasis on speaking and writing–especially in academic contexts. As one teacher put it, “We don’t want to have listening courses with a little bit of speaking at the end. We’re focusing on developing students’ speaking skills at the same time as their listening skills.” I heard the same about Reading/Writing courses–a real move toward full integration of writing into reading. While I didn’t get enough confirmation to say this strongly, I believe that much of this comes from the realities in mainstream courses. Students need to be prepared to participate orally in class and are increasingly being asked to do more short writing assignments (often in online discussion boards). My prediction here is that more ESL teachers will begin to reexamine their curricula and pump up the writing and speaking components.