The Fellowship

From the Editor:

Welcome to an edition centered on various perspectives of identity: how we see and present ourselves, how we see our students and each other, how we become the educators we are, and how we develop into our potential.

News

• PD and fellowship at our 2023 fall social
• Thoughts on the 2023 TexTESOL state conference

Articles

• Language teacher identity in the field of English as a second language
  
• How to build your professional brand
• How our interactions shape classroom management
• The value of a written teaching philosophy

Thanks to everyone whose contributions made this issue possible!

by June Pugh, M.A. ESOL, retired U.S. Army

Hello Everyone and Happy Holidays!

2022-2023 was a very productive and exciting year for TexTESOL2, San Antonio, Texas.

In the previous newsletter I shared with you the success of both the Spring and Regional Fall Conferences, of which some of you played a key role. Thank you for your support.

In November 2023, TexTESOL2 supported one of the other Texas affiliates, TexTESOL V Dallas, during their hosting of the State Conference. TexTESOL2’s very own board member, Andrea Hayter, presented at the Dallas 2023 TexTESOL State Conference. The title of her presentation was "Classroom Management: What They Didn't Teach You in College," where she shared concepts on maintaining order in a productive environment that still makes space for every child.

The State Conference was very rewarding, one of the best I have attended. Each presentation and Keynote Speaker’s topic held true to the theme: Promise of the Future.

The venue and food were amazing. The positive atmosphere and energy exerted by all the participants gave a warm feeling of camaraderie, and everyone was glad to socialize face-to-face again. Such a fantastic way to close-out the year. Many heartfelt thanks to the conference team at TEXTESOL V who made it all happen.

With that being said, the San Antonio affiliation would be honored to have you as a member. Consider becoming a part of this progressive, motivational, and enthusiastic organization.

On a personal note, I would like to wish everyone a very Merry Christmas and a blessed and prosperous New Year.

I look forward to seeing and working with you in 2024!

June Pugh

President, TexTESOL 2

Email: textesoltwo@gmail.com

TexTESOL 2 hosted our Fall Social event on September 9, 2023 at Vida Mia in North San Antonio. The evening began with a remembrance of our founder, Dr. Sister Carolyn Kessler, who passed away during the summer. Dr. Jennifer Swoyer from UTSA and Dr. Holly Hansen-Thomas from Texas Woman's University reflected on her immense impact on themselves, our community, and our field.

From San Antonio College, Dr. Sharla Jones gave an engaging presentation on effective teaching methodologies: specifically, collaborative, project-based, and problem-based learning. Using a wounded dummy as starting point, she demonstrated an example of an engaging, creative activity for learners to use newly acquired language to solve a murder whodunit problem.

Dr. Shashi Naidu from the Defense Language Institute presented on how to begin using ChatGPT, which was a first look at the trending AI for some attendees. She demonstrated logging in and how to prompt it to obtain desired results. Participants discussed ChatGPT's impact on student submissions--we teachers have our work cut out for us!

The keynote address was given by Dr. Cindy Peña, Director of the Intensive English Program at UNAM San Antonio. She shared stories from her life and work which focuses on testimonials seen through a Chicana feminist epistemological lens. These experiences informed the identity and perspectives of the scholar that she is today.

You won't want to miss our 2024 Spring Social--Look for more information in the spring!

TexTESOL V hosted the TexTESOL annual state conference in Hurst, Tex. in November. In two full days, the conference covered topics of interest to all practitioners of ESOL across the state, from k-12 to adult ed. Two standout sessions that I attended touched on themes of identity.

The first was from Dr. “ET” Edith Treviño, well-known for her advocacy in bilingual education throughout South Texas, who gave a spellbinding keynote presentation entitled How We See Each Other Matters. She encouraged us to recognize how our family and background help shape our identities. Through challenging times, we face the choice to be “bitter or better.” We should own and use our own names and our students’ names, because it’s part of their identity. When we use their names as they use them, we message that we see who our students are as they see themselves.

Dr. David Kauffman’s presentation What’s in a name? went deeper into reflecting on identity through an examination of a topic so close to us we barely see it—how we feel about our own names. It was enlightening to find that what we can feel about our names ranges from pride to unease and even embarrassment around details like family heritage, language origin, spelling, and gender. Of course, this in turn changes the way we use them, yet we don’t as often reflect on how we feel about them.

There were too many excellent presentations to recount here, but suffice it to say that attending the state conference is an investment of time that will pay dividends in professional growth and connections for years to come. If you would like to review the program, you can find it here.

This year, our own Andrea Hayter was selected as TexTESOLer of the YEAR for the San Antonio Region 2 area, which recognizes any individual who provides endless hours of support, graciously and with enthusiasm. They go above and beyond what is expected, and Andrea definitely met that description. When she became a TexTESOL II board member, she “hit the ground running.” Andrea contributed immensely to the planning of our regional conference this past May; she has produced all of our graphic material; and she has run our website and social media presence. She is truly such a pleasant personality and individual to work with.

Congratulations, Andrea, and a million thanks for all that you do for our organization!

Bedrettin Yazan, Ph.D.

The University of Texas at San Antonio

“Consciously, we teach what we know; unconsciously, we teach who we are.” (Hamachek, 1999, p. 209)

Since the turn of the millennium, the ESL research has extensively looked at language teachers’ practices and experiences to understand Hamachek’s quote above: What is the relationship between “who we are” and “what and how we teach?” Over more than two decades, researchers including myself have attended to that question from different perspectives in different contexts.

Researchers used language teacher identity (LTI) as a conceptual frame to better understand how teachers learn to teach and become professionals and how (imagined, existing, claimed, assigned) identity informs teacher learning and teaching practice. The research has provided a range of definitions for LTI. Here I will define it as an answer to the question: what kind of teacher do you view yourself in a given context? Considering the dynamic nature of identity, I believe the answer to the question above would include teachers’ (1) beliefs, values, and priorities which are intertwined in a teacher’s identity, (2) re-telling and re-interpretation of past experiences when justifying, for example, current beliefs or practices or when portraying current self-image as a teacher, and (3) future aspirations that guide current practices or ongoing learning-to-teach. All three components are in constant interplay, which fits the existing dominant conceptualization of LTI as fluid, multifaceted, and ever-changing.

The next question would be: how do teachers construct their professional identities? The answer to that question has numerous intersecting dimensions, some of which have been captured in the extant research. First, teachers construct their identities as they enter and become part of a professional community within which they adopt and adapt the language or discourse of the community through their relationships with other members and participation in the activities of that community. Second, teachers’ professional identities are inseparable from their other social identities such as cultural, linguistics, ethnic, gender, sexual, differently-abled, class, religious/faith, and national identities amongst others. Salient dimensions of those identities provide basis for LTI. Third, teachers construct (or enact) identities as they plan for and engage in classroom instruction. Existing LTI informs teaching; actual teaching practice involves identity construction. Fourth, teachers construct identities as they narrate their lived experiences as every narrative, oral or written, involves identity construction at the discourse level. Fifth, teachers inevitably navigate, ideological or otherwise, tensions as they construct their identities. For example, entering a community and interacting with other members, teachers encounter ideologies and their orientation to those ideologies lead to tensions as part of their identity work. Sixth, like teacher learning, teacher identity construction is an emotionally charged process. That is, LTI informs the emotions teachers experience and teachers’ responses to those emotions are part of their LTI construction. Seventh, the sociopolitical context influences the ways in which teachers construct their LTI. For example, LTI is constructed in relation or as a response to educational policies, ideologies within those policies and beyond, and dominant cultures, religious, and political orientations, amongst others. Lastly, despite the pressure from the sociopolitical context that attempts to define and confine the bounds and contours of LTI, teachers assert their agency to construct their professional identities.

Based on implications from the research on LTI, I would like to close this brief piece with the new research strand which is connecting teacher education with LTI. That is, in the last several years, researchers, myself included, started using LTI as a pedagogical frame to design teacher education practices. In other words, they pedagogize identity by relying on the research finding that becoming a teacher means constructing a teacher identity and that transformative learning occurs only when it involves identity work. They center teacher education around the explicit goal of engaging in conscious identity work by considering the above research findings. I will leave the reader with this question, not only teachers but also teacher educators: how can we pedagogize identity in our own teaching?

References

Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. Lipka & T. Brinthaupt (Eds.), The role of self in teacher development

(pp. 189–224). SUNY Press.

Raise your hand if you know the answers: What is a brand, and why would a teacher need one? The first answer is easy: your brand is the idea that others have of you. “He’s great with highschoolers.” “She’s our go-to person for technology questions.” “They are a tough but fair grader.” You already have a brand, whether you have thought about it or not. The attitude you project, the assignments you take on, your performance on task and your outcomes all leave impressions in the minds of people around you: students, colleagues, and higher-ups. The second answer is that these impressions, in turn, select the opportunities you’ll see in your work setting.

It’s easy to settle into being the teacher that is needed, rather finding the role where you can be the teacher that you are. Getting more intentional about cultivating, growing, and owning your reputation will afford you chances to place yourself in tasks and roles where you thrive. Here are a few tips:

Focus on your strengths and preferences. What do you like to do? What do you do well? Maybe that’s working with special needs, or curriculum development, or assessments, or social studies, or fourth graders. Know where you are strong, know what you like. Invest in your expertise by taking trainings and reading up. These activities will inspire you and propel you further.

Get feedback from peers and mentors. What do others think of you now? You may be surprised that they don’t know about all of your talents. Use this information to realign or build on what you want others to know about you as a professional.

Retool your stories, then your resume. Part of owning your brand is getting comfortable telling stories about your growth and success. How were you able to reach that aloof student? What did you learn from that less than effective instructional strategy? What did you do to get scores up by eight percent? Being able to tell your success stories on a dime will make you memorable. Then include a selection of these successes on your new resume.

Network. For some, this is the hardest job: getting out there and making connections. Go to the professional events available to you, and this time think about the content, presenters, and participants through a brand lens. Where does your emerging profile fit among them? Who has answers you need, and with whom can you propose collaboration? Who is involved in the kind of work you want to do? Join professional associations and participate. Keep notes of opportunities and action items to follow up on.

Use LinkedIn to build your professional community. Many teachers don’t think LinkedIn is for them, but it’s a good choice if you don’t have a website or other page where you can publish your professional journey. LinkedIn will help you to connect with peers and leaders in your interest areas, and to share your expertise. Post and comment regularly, and keep it up to date—it is also used by recruiters bearing opportunities.

The end of the year is a great time to reflect on our professional profile and how we want to be regarded as professionals. Learning to be the manager of your brand can lead to more of the opportunities you want.

Photo credit: unknown

by Andrea Hayter

Teaching is one of the most difficult jobs in America, and for many of us in K-12, student behavior can often be the one of the most difficult parts of the job.

At the TexTESOL state conference in November, Region 2 member Andrea Hayter presented Classroom Management: What They Didn’t Teach You in College, a session focused on practical strategies that can be applied to your existing classroom management system.

The following is an example of a key proactive strategy that can transform your classroom.

A core belief behind the strategies Hayter presented is based on a quote from Madeleine Hunter: Kids don’t care how much you know until they know how much you care.

It does not matter how well-designed, aesthetically appealing, and efficient a classroom is if a teacher relates poorly to their students. Building positive teacher-student relationships is arguably the most important factor contributing to the success of students both behaviorally and academically. Students who receive respect and a sense of belonging from their teacher are more likely to be respectful and open to learning. At the same time, students who experience disrespect and negativity are more likely to act out and misbehave.

While most teachers acknowledge the importance of positive relationships, many struggle with implementing this concept. This frustration arises from a lack of concrete steps on how to build these connections. In fact, there are common strategies used by highly effective teachers who regularly and consistently develop positive student relationships. These can be learned and developed by all educators.

Consider the types of interactions you have with your students. There are contingent interactions and noncontingent interactions. Here are some examples of contingent interactions:

• "Thanks for turning in your assignment."
• “Wow! You worked really hard on that project."
• "Would you please stop doing that?!"

For each of these interactions, the student has to do something to warrant your attention: turning in an assignment, working hard on a project, doing something disruptive. There is nothing inherently wrong with these interactions: we naturally respond to what students do in the classroom. The potential issue is if this is the only type of interaction we ever have with our students. Students who regularly do well for you may feel like their worth is only associated with their performance, and students who don’t run the risk of either not getting enough interaction or only getting negative interactions.

This is where noncontingent interactions come into play:

• "How's your day going?"
• "When’s your next game? Who are you playing?"
• "Wild weather we’re having today."

In each of these interactions, the student doesn’t have to do anything or perform in any way to get your attention. You are showing the student unconditional positive regard. You are communicating to the student, “I like you just because you’re a human and you’re in my class.”

The difference between a contingent vs. a noncontingent interaction is the difference between treating students like human doings vs. human beings.

Another key difference between these interactions is that noncontingent interactions will often elicit a conversation with the student, which takes more time than the student simply acknowledging a contingent interaction. While putting noncontingent interactions on the back burner for the sake of instructional time can be tempting, the time you spend on this will pay off in spades. Students who feel seen, heard, and valued in the classroom consistently are more receptive to what is being taught, work harder, and exhibit fewer challenging behaviors. Invest the time to foster these positive relationships so that you can in turn spend more time in instruction and less time addressing behaviors.

Andrea Hayter is an education advocate offering professional development to K-12 schools. She empowers teachers with strategies to manage their classrooms and engage every student. For training inquiries visit andreahayter.com or email info@andreahayter.com.

Photo credit: FatCamera

As educators, we work in formal settings where the values and purpose of the organization, the mission statement, are well defined and posted for all to see at the entrance. The statement is both descriptive, in that it declares who we are and why we do what we do, but also prescriptive, as it keeps our future actions on-mission.

What the mission statement does for an organization, the teaching philosophy can do for an individual teacher: it's a declaration of you and your practice. As we consider our own professional identities, getting clear about who we are as individuals and as teachers is essential. Once we have that clarity, we can write our teaching philosophy.

The teaching philosophy is often requested in connection to a job application in higher ed, but writing one is a useful exercise for anyone in a teaching role. The document can be as formal or as informal as you need it to be, depending on who will see it. Typically, it’s a page or two, but it can be any length that works for you. But just what goes into it?

The teaching philosophy should describe you. Who are you, as a teacher? What beliefs do you hold about teaching and teachers, learning, and learners?

What values drive your work, and are they in balance or competition? For example, you might be a by-the-book kind of teacher when it comes to turning in homework on time, yet you know that some of your students need more flexibility. How do you reconcile these two values?

What strategies do you employ to achieve your instructional goals, and why? What constitutes effective assessment, in your view?

Like your career, your philosophy will morph as your experiences and beliefs change over time. This makes it all the more beneficial to revisit your philosophy periodically—for instance, every three to five years.

There is a lot of information online about how to write a teaching philosophy. Writing yours could be a good 2024 resolution. Even if you never need to share it with anyone, taking some time to articulate your identity, values, and practices will provide steadfast clarity for your work ahead.

Photo credit: Wikimedia Commons

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TexTESOL 2 is planning some exciting realignment in 2024. Our goal is to build more network and community among practitioners in ESOL k-12, bilingual ed, and adult ed. To do this, we count on financial support from members like you. Look for social, professional development, and networking events coming next year-- we'd love for you to join in!

Membership in TexTESOL2 includes:

• Professional development
• Networking opportunities
• CPE credits
• Leadership positions and opportunities
• Education/Academic Updates

and a lot more!

To those members who have recently renewed, thanks for your support!

You can buy or renew your one- or two-year membership at our website. Not sure when your current membership expires? Send an email to textesoltwo@gmail.com and we'll be happy to confirm that information for you.

Thank you for your continued support and continued confidence in our mission.

June Pugh

President

SAC - The intensive English program at San Antonio College is hiring part-time ESOL instructors. Follow the link to apply! https://www.alamo.edu/about-us/jobs-across-the-alamo-colleges/. Search for Adjunct Faculty (ESL) SAC - req10583.

Email job postings to: textesol2editor@gmail.com.

We need volunteers to help serve our community and create success. You are invited to join us in our fun and rewarding work as we network, plan events, and build community in South Texas.

Why Join?

• Professional Development
• Networking
• Receive CPE Credits
• Leadership Positions and Opportunities
• Education/Academic Updates
• Engaging with Policymakers
• Voicing Advocacy Issues and Concerns Regarding Students
• Collaboration with Stakeholders
• Sharing Teacher Successes
• Teacher Recognition - TexTESOLer of the Year

• Scholarship Availability

Who can join?

• Anyone employed by a college, university, or state agency in education
• K-12 Teachers and Administrators
• Students in Bilingual, ESL, linguistic, or other academic field
• Adult Education

Current open board positions are Advocacy Chair, Scholarship Chair, and Social Media Manager, and Member-at-Large. Non-board team members are very welcome, too!

If you have an interest in any of the positions above, we would love to have you on our team! Apply by responding to the related question in this form.

There are several ways to participate in TexTESOL2:

• Share this newsletter with your colleagues
• Buy/Renew a membership
• Gift a membership to a colleague
• Donate to our fund
• Volunteer (board members, events staff, admin help needed!)
• Contribute news and practice tips
• Come to networking and PD events
• Follow us on Facebook, Instagram, X, and especially LinkedIn
• Take our surveys, tell us what you need

How Comal ISD's instructional Support team built a framework for cross-collaboration in order to align support services for dual-identified (special education and emergent bilingual) students and their teachers. If you have solutions or practices you would like to share on this topic, contact textesol2editor@gmail.com.

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June Pugh, President

David Woods, President Elect

Anne Griffin, Secretary

Christina Janssen, Treasurer

Hadeel Bilal, Assistant Treasurer

Nathalie Swisher, Membership

Andrea Hayter, Social Media and Webmaster

Rob Villegas, Newsletter Editor

Nickola Wilson-Chung, Past President

Read about our governance and duties in our bylaws.

Open Vacancies:

Scholarship Chair

Advocacy Chair

Member-at-large

Social Media

Webmaster

If you have an interest in any of the positions above, we would love to have you on our team! Join us by filling out the TexTESOL2 Board application and send to textesoltwo@gmail.com.

The mission of TexTESOL2 is to provide information, professional development, scholarships, advocacy, networking opportunities, and support to its membership in promoting excellence in the teaching of English to Speakers of Other Languages. We encourage membership among teachers, administrators or from any community member involved with English learners who work in K-12 and Adult ESL, as well as dual language/bilingual education contexts. By networking with and learning from each other, we hope to continue to move the TESOL field forward in South Texas!

Email: textesoltwo@gmail.com
Website: textesol2sa.org
Facebook: facebook.com/textesol2sa
X: @textesol2sa

Instagram: instagram.com/textesol2sa/