1. IN A WORD
TESOL Chile ewsletter
President’s Message
Dear Southern Cone
TESOLers & Guests,
TESOL Chile is pleased to host the 8th
biennial Southern Cone Conference. It
brings together TESOL professionals
from Argentina, Brazil, Uruguay,
Paraguay and Chile. We extend a warm
welcome to the Presidents and members
of each national TESOL association.
Welcome to Chile!
The primary conference goal is to In this Issue
promote the sharing of information and ● An Interview With Richard Boyum
best practices related to the conference by Thomas Baker
theme: Critical Teaching for Critical ● Web 2.0 Tools in ELT by Malba Barahona
Times. ● Genre Matters in Academic Writing
by Thomas Baker
TESOL Chile is honored to have Gloria ● How Effective is Error Correction in the
Salazar, Lydia Stack and Donald L2 Writing Lesson? by Juan I. Cordova
Freeman. These three speakers have ● Tips on How to Effectively Communicate
over a hundred years of dedicated and with Parents by David Kendall Clapp
distinguished service in ELT collectively.
We are also delighted to welcome the
new RELO, Richard Boyum. We look
forward to collaborating with him.
We have received full and substantial Richard Boyum
support from the Embassy of the United is the new Regional English Language
States. We are grateful for their very
Officer (RELO) for the Office of Public
generous sponsorship of this event. We
also thank Heinle for sponsoring Donald Affairs of the US Embassy in Santiago.
Freeman. Of course, special thanks He serves as advisor and trainer for the
must go to Universidad Alberto broader English language teaching and
Hurtado for providing the facilities for us. training community in Chile and the the
Southern Cone countries. Prior to
Finally, I hope your conference moving to Santiago, Richard was the
experience will be positive. It has taken RELO in New Delhi. He also served as
a bunch of very committed people on the the Director of the State Department’s
TESOL Chile Board working extremely Office of English Language Programs in
hard to put this event together for you. Washington and has been the RELO in
Thailand, Egypt and Brazil.
Mary Jane Abrahams (continued on page 16)
President
1

2. Web 2.0 Tools in ELT Genre Matters in Academic Writing
by Malba Barahona by Thomas Baker
The "Web 2.0" is an evolved At the University of Michigan, a genre-
generation of web development and based approach is used to teach
design that aims to facilitate academic writing (hereafter AW)
communication, secure information (Swales and Feak, 1994, 2004) for
sharing, interoperability, and graduate, nonnative students and
collaboration on the World Wide Web. undergraduate students (Feak, 2007).
Web 2.0 has developed web-based According to Paltridge, its basic
communities, hosted services, and premise is that language is “functional
applications; such as social-networking ... through language we get things
sites, video-sharing sites, wikis, and done” (pg 1, 2004). Students are
blogs. encouraged to engage with texts to
discover functional language use at the
Web 2.0 is characterized by social whole text level. Thus, the conventions
software. Web 2.0 tools allow people to of a particular genre are acquired. This
connect, to communicate and to is considered to be crucial for students
collaborate online. Blogs, wikis and writing in a second language (Johns,
podcasts are all examples of social 1990). There are, however, few (if
software. Most of our students have a any) published accounts of a genre-
photolog, post on Facebook, own an MP3 based approach and a process-writing
player and use Wikipedia for homework, approach being integrated and used
so why not use these tools in our with English Pedagogy students in
EFL/ESL classes to make their learning Chile. This article presents an account
more motivating and meaningful? of an integrated, genre-based/process-
writing experience in the Chilean
Each of these tools has distinctive context.
features. For instance, a blog is a web
page with regular journal entries which Teaching Context
may include links, photos & videos. A The present author is a new instructor
wiki, on the other hand, is a of Academic Writing II for English
collaborative web space consisting of a Pedagogy students at Universidad
number of pages that can be edited by Andrés Bello in Santiago. The students
any user. In contrast to those tools, a are in their third year of studies,
podcast is an audio and /or video file having previously taken Academic
that is broadcast via the Internet and Writing I as a prerequisite. Class size
can be downloaded to a computer or an is approximately twenty students. The
MP3 player. course description defines the writing
process approach as the guiding
However, the defining characteristics of paradigm for the course. The
these tools are the features they have in development of the students’ ability to
common when applied in ELT, namely: use academic rhetoric successfully is
considered an essential aim of the
• Students create their own course.
outputs.
• Students are encouraged to work Which genre and which journal?
collaboratively. Academic articles from the field of ELT
• Students and/or teachers can set were the obvious choice of genre to be
them up. used. The question of an appropriate
• Students and/or teachers can use journal(s) to use was not as
them. transparent, however. Criteria to be
• Wikis, blogs and podcasts are considered were: relevance to the field
used to connect learners to other of ELT, long term benefit to the
communities of learners. student, uniformity of style and
Students and/or teachers can generate rhetoric, electronic access, and cost.
ideas and content displayed on blogs, (continued on page 6)
wikis & podcasts. (continued on page 3)
2

3. Web 2.0 Tools in ELT
by Malba Barahona
continued from page 2
Web 2.0 tools offer a chance to students and /or teachers not only to be repositories
of authentic material, but also a means to generate, create and communicate content.
Our students are growing up with Web 2.0 technology. It is a natural and integrated
part of their lives. The use of technology can bring the outside world into the
classroom. Therefore, the question facing teachers today is obvious:
Is it possible to make use of the activities emerging through
social software to create learning communities which provide
students with personalized, collaborative learning experiences?
This paper will present some compelling reasons why EFL teachers/students can
benefit from using web 2.0 tools; blogs, wikis, podcasts and how to use each of them
in language teaching will be discussed.
Can ELT Benefit from Social Software?
Social software includes a wide range of different types of activities. The best known
are Internet discussion forums, social networking (Facebook, hi 5), multiplayer online
games, Internet messaging, weblogs, wikis and podcasting. All these tools work under
the premise of collaboration. These emerging technologies contribute to create digital
communities in which each participant creates knowledge and shares it.
In ELT, learners are expected to be able to understand input in the target language as
well as being able to produce output. Learners require multiple opportunities to
practice language at their level of English language competency.
Merril Swain (2005) coined the concept of the output hypothesis that claims that the
act of producing language (speaking or writing) constitutes, under certain
circumstances, part of the process of second language learning. This author states that
the output has three functions in second language learning:
1) The noticing/triggering function: The activity of producing the target language
may prompt second language learners to recognize consciously some of their linguistic
problems. It may bring their attention to something they need to discover about their
second language (possibly directing their attention to relevant input).
2) The hypothesis-testing function: Swain claims that output may sometimes be,
from the learner’s perspective, a “trial run” reflecting their hypothesis of how to say (or
write) their intent.
3) The metalinguistic (reflective) function: The claim here is that using language
to reflect on language produced by others or the self, mediates second language
learning. Tasks that involve solving linguistic problems and building/co-constructing
knowledge about language would promote that language learning taking place.
Web 2.0 tools facilitate learners to produce output and, most likely, learn more
effectively. These emerging technologies are not only natural & motivating for the
students, but also meaningful & useful to produce their own language.
BLOGS
Blogs are online journals that usually contain text, pictures, links and videos. Blogs
allow students and teachers to have personal webs without any programming
knowledge.
Ward, 2004; Johnson, 2004; Kennedy, 2003; Campbell, 2003, 2004; have explored
the use of weblogs as useful tools for both teachers and students. Blogs have been
mainly used as: teachers’ web pages, class’ bulletin board and as a learner’s journal.
Dudeney, G. & Hockly, N.(2007) suggest three possible uses of blogs in ELT:
The tutor blog: set up by the teacher which typically provides a space for setting up
homework, links to extra material, exam/study tips, and summary of class work.
3

4. The student blog: set by learners is usually a virtual place where students can post
entries on various topics from personal information to research.
The class blog: is a blog used by an entire class with which everybody posts
comments on certain topics or class work.
Blogs are best suited for reading and writing; they can be used as journals for writing
practice, learners can notice their own linguistic problems while they are writing or
when reading their classmates’ comments. In addition, whatever they write is instantly
available for anyone to read and be commented on, a feature that promotes the
exchange of ideas and collaboration.
Blogs provide students with a real-world tool to practice their written English.
Students are encouraged to focus on their writing by getting engaged in motivating
tasks. Blogs don’t only promote the use of the target language, but contribute to the
actual learning process.
WIKIS
Wikis are editable online websites. A wiki is a website that allows its visitors to write
content collaboratively. The users of the site can edit the content, making changes to
what has previously been written by other users. Wikis in ELT have been used as
collaborative projects in which students are encouraged to produce their own solutions
to various problems or tasks. An old collaborative writing exercise consisting of writing
the start of a story and passing it on to another student for them to add another
sentence and so on and so forth. This is an example of how wikis can be used in ELT.
Wikis can be used to carry out almost any kind of collaborative project. Teachers can
encourage students to work in pairs on one aspect of their own country: geography,
food, landmarks, entertainment, etc. Each pair completes research about the assigned
aspect and elaborate an entry creating a wiki on this topic. All topics can link from the
main wiki page. Groups can read other groups’ contributions and edit as necessary.
The class result is a wiki with pages on various aspects of the country. In sum, the use
of wikis encourages learners to use the target language, become aware of their own
learning process and learn from their own and their classmates’ mistakes.
PODCASTS
Podcasting is a form of audio broadcasting (the most popular format of a podcast is an
MP3) on the Internet. Podcasts in ELT are used for improving both listening and
speaking skills. Students can listen to authentic material on the web such as: radio
programmes, TV shows and lectures. This is especially useful in the EFL context. One
simple task that makes students aware of the enormous amount of audio material
available on the web is:
• Search on the web for the following podcasts, provide the URLs:
a) 3 TV shows
b) 3 Radio programmes
c) 1 Lecture on psychology
d) 1 Podcast of your personal interest.
• Choose one of the podcasts you searched and answer these questions:
1. How long is the podcast?
2. Who is/are the speaker(s)? a journalist, a teacher?
3. What is it about?
4. Would you recommend it? Why or why not?
Learners can listen to EFL/ESL podcasts that are made with a teaching purpose that
contains listening comprehension exercises. These exercises contribute to language
awareness.
For speaking purposes, students can create their own radio or TV shows producing &
publishing their own podcasts on the web. One example is:
In pairs produce a 4-minute podcast. You have to produce a walking tour of our
school giving details about the school's buildings, facilities and offices. This
podcast is for foreigners visiting our institution, and it will be published on our
main web site.
4

5. Podcasting is not only highly motivating for students, but it also provides a medium to
produce output promoting effective language learning.
CONCLUSION
Social software provides publishing in multimedia, researching and collecting tools.
Blogs, wikis & podcasts allow learners to communicate, collaborate and publish in a
number of ways, in a variety of media, and these tools also help students act together
to generate knowledge.
“Social software enables people to do things with Internet technology that they clearly
want to do themselves. Social software is about personal services on the web, and
consequently it is about personalization. It is inherently social, and the gains of using
social software are gains that come from collaboration. “ M. Owen (2006).
Today’s learners can acclimate easily to new technological equipment. Their rapid and
enthusiastic adoption of IT makes them autonomous and well prepared to explore new
areas of knowledge and new ways of learning.
We as teachers must ask ourselves if our current classes consider these students’
characteristics and needs. For these learners, the use of virtual environments for
acquiring and constructing knowledge is crucial. These learning spaces should be
active, social, learner-centered and essentially interactive (Oblinger & Oblinger, 2005).
Social software is the answer for this generation.
REFERENCES
Campbell, A. P. (2003a). The experience of computer supported cooperative learning
using weblogs in the university classroom: A phenomenological case study.
Unpublished Med thesis, The University of Sheffield, Sheffield, England.
____ . (2003b). Weblogs for use with ESL classes. The Internet TESL Journal,
Vol. IX. Retrieved March 19, 2009, from http://www.iteslj.org/Techniques/Campbell-
Weblogs.html
_____. (2004). Learner attitudes towards a tutor-run weblog in the EFL
university classroom. Retrieved March 19, 2009, from
http://www8.ocn.ne.jp/%7Eapc33/newtanuki.htm
Dudeney, G. & Hockly, N. (2007). How to teach English with technology. Harlow:
Pearson.
Geoghegan, M. & D. Klass. (2005). Podcast solutions. Berkely. Apress Company.
Johnson, A. (2004). Creating a writing course utilizing class and student blogs. The
Internet TESL Journal, Vol. X. Retrieved March 19, 2009 from
http://iteslj.org/Techniques/Johnson-Blogs/
Kennedy, K. (2003). Writing with Web logs. TechLearning: The resource for
educational technology leaders. Retrieved March 19, 2009, from
http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.html
Oblinger, D. & J. Oblinger. (Eds.) 2005. Educating the NetGeneration.
www.educause.edu/ir/library/pdf/pub7101.pdf
Owen, M. (2006). Social software and learning at
http://www.futurelab.org.uk/resources/documents/opening_education/Social_Software_report.pdf
Swain, Merrill. (2005). "The Output hypothesis: theory and research." In Eli Hinkel
(Ed.). Handbook of research in second language teaching and learning (pp. 471-
483). Mahwah: Lawrence Erlbaum Associates.
Ward, J. (2004). Keeping blogs in perspective. Paper presented at the annual meeting
of the Conference on College Composition and Communication, San Antonio, TX.
Bio: Malba Barahona is the Director of the English Pedagogy Program at Universidad
Ciencias de la Informatica (UCINF). She is a graduate of English Pedagogy, UMCE.
She holds a Magíster en Lingüistica, with Mención Lengua Inglesa, from Universidad de
Chile. She is currently a doctoral student at the Australian National University.
5

6. Genre Matters in Academic Writing
by Thomas Baker
continued from page 2
Relevance to the field of ELT was considered for two reasons. First, a journal should
be widely read by ELT teachers in many countries. This assures the student that the
conventions and rhetoric, once acquired, would meet the expectations of a majority of
the members of the ELT community. Consequently, writing done by a student would
be recognized as belonging to this community. Equally important, the journal should
promote, in an exemplary way, a sense of pride in belonging to the ELT profession.
A second criteria, long term benefit, is not easily conceptualized. A sense of belonging
to the ELT profession, critical thinking, teacher research, membership in a professional
organization, and the habit of life-long professional reading are all possible examples of
sustainable benefits. It is likely that many of these benefits will persist in direct
proportion to the quality of the journal that is being read.
When uniformity of style and rhetoric is considered, the case for a single journal is
amplified. A single journal increases the probability of student success in identifying
the salient, recurring features of AW in context. Generalizations are proved or
disproved based on the repetitive nature (or lack thereof) of lexical and rhetorical
items which have been previously identified. As a result, a tendency to overgeneralize
would cause little, if any, harm being done. On the contrary, it may promote the
internalization of the features of AW through noticing (Swain, 2005).
The fourth criteria, electronic access, takes into account the technological world in
which students live. Nowadays, most students have been using computers all their
lives. In fact, many would most likely find a world without computers unimiginable.
Therefore, having electronic access to the journal being analysed is responsive to the
multiple ways students interact with text through a digital medium (Barahona, 2009).
Finally, cost has to be taken into account. It is prohibitive for a large number of
journals that otherwise would have made the choice of a single journal extremely
difficult. Many students, especially those from a low socioeconomic background, do
not have the financial resources to buy a large number of back issues of a professional
journal. Therefore, the primary option should be a high quality journal which gives
students free access to back issues. In sum, could one journal possibly meet all five
criteria outlined above?
English Teaching Forum
The present author was informed by the Program Coordinator of English Teaching
Forum, Ms. Paulette J. Estep (personal communication, June 11, 2007), that articles
published in English Teaching Forum are seen by, “more than seventy thousand
readers in over one hundred countries”. Additionally, hard copies of new issues are
distributed free of charge to ELT teachers worldwide. Furthermore, a web site is
maintained where past issues can be downloaded free of charge. More importantly,
most of the authors published in English Teaching Forum are classroom teachers.
Thus, English Teaching Forum easily met all five criteria that were established for a
journal to exemplify academic writing for undergraduate English Pedagogy students.
How was the journal used?
The Integration of Genre & Process Writing
It was decided to use articles with similar content in the Prewriting Stage of the writing
process to promote academic vocabulary learning in context. Thus, the topics of
reading, writing, vocabulary, and teacher research were recycled multiple times. In
addition, the articles chosen were judged to have long term professional value to the
students. Here are the articles that were used:
“Error Correction and Feedback in the EFL Writing Classroom”
“Applying Reading Research to the Development of an Integrated Lesson Plan”
“SWELL: A Writing Method to Help English Language Learners”
“Conditions for Teacher Research”
“Two Writing Activities for Extensive Reading”
“Making Sense Of Words ”
( All articles taken from: http://exchanges.state.gov/englishteaching/forum-journal.html )
6

7. The following steps were followed with each article:
1. Students read the article outside of class.
2. The students’ reaction to the article was discussed in class.
3. Students underlined citations, rhetorical phrases, lexis and signpost language.
4. The rhetorical use of the underlined language was then discussed.
5. A three-paragraph, reader response was written.
Results and Discussion
This reading, speaking, noticing, and writing cycle allowed the students multiple
opportunities to actively engage with academic vocabulary in context as well as to
begin to incorporate the features of AW into their own writing. The students were able
to articulate an understanding of the features of AW as seen in the English Teaching
Forum as follows:
1. The first person “I” can be used.
2. “You” is never used to address the reader.
3. Introductions include Swales’ (1990) three-move “CARS” model (1. importance,
2. gap statement, 3. purpose statement) (see Table 1).
4. Contractions are not used.
5. Modals are used to soften claims (hedges) and mark degrees of certainty.
6. Citations are a prominent feature and positively affect the writer’s credibility.
7. Conclusions are short, precise and restate the aims of the article (see Table 1).
8. Passive voice is a prominent feature.
9. Formal vocabulary is used.
10. Noun phrases (nominalization) often replace verbs.
11. Phrasal verbs are rarely used.
12. A rich variety of rhetorical phrases are used to achieve cohesion and coherence.
13. Sentence length, word order, and word choice affect the writer’s “voice”.
14. Impersonal language is seen as objective and unbiased.
15. Unsupported claims negatively affect the writer’s credibility.
Table 1: Excerpts From Student Writing
Introduction: (Student R.C.) Conclusion: (Student F.C.)
1. Importance - It is distressing that “15- To conclude, using these three
year-old Chilean students have poor techniques; motivation, collaboration
reading skills in their L1” (Baker, 22), and and content, would help to promote
harmonious fedback. Teachers and
therefore in L2, since “the lack of literacy
learners should become aware of and
and poor reading ability prevents use these three techniques. Since both
individuals from participating in society” teacher and student are determined to
(August and Shanahan, 2006a, qtd. in act in a specific manner, the people in
Baker, 2008). 2. Gap - Nevertheless, it charge of teaching must focus their
can be argued that poor quality in writing attention on how error correction is done
is a consequence of insufficient fulfillment in order to change students’ writing
perspective. There are many techniques
of students’ expectations towards error
for giving feedback using proper
correction. 3. Purpose - Hence, in this strategies; the three mentioned could be
essay, three ways to bolster students’ a beginning to promote a positive error
confidence in writing will be discussed. correction environment.
CONCLUSION
The aim of this article was to share an integrated, genre-based/writing-process
approach to the teaching of Academic Writing in the Chilean context. The students’
ability to articulate and use the conventions of Academic Writing suggests that it is a
viable approach and thus merits further research. Nevertheless, the present results
should be taken with caution due to the small number of participants involved.
References
REFERENCES
Barahona, M. (2009). Web 2.0 tools in ELT. TESOL Chile Newsletter. Vol. 1, Issue 6.
Feak, Christine. (2007). Teaching lower level academic writing using a graduated text
approach. Retrieved April 4, 2009 from
http://turkey.usembassy.gov/uploads/images/UhQpvRWzpMoCabcANaHJKg/FeakTeachingLowerLevel.pdf
Johns, Ann. (1990). L1 composition theories: implications for developing theories of L2
composition. In B. Kroll (ed.) Second language writing research: insights for the
classroom. Cambridge: Cambridge University Press.
Paltridge, Brian. (2004). Approaches to teaching second language writing. Retrieved
7

8. April 4, 2009 from http://www.elicos.edu.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_c05_07&Lev2=c04_paltr
Swain, Merrill. (2005). "The output hypothesis: Theory and research." In Hinkel (ed.)
Handbook of research in second language teaching and learning. Mahwah, NJ:
Lawrence Erlbaum Associates.
Swales, John. (1990). Genre analysis. English in academic and research settings.
Cambridge: Cambridge University Press.
Swales, John and Christine Feak. (2004). Academic writing for graduate students:
Essential tasks and skills (2nd ed.). Ann Arbor, MI: University of Michigan Press.
Bio: Thomas Baker is a CELTA-qualified EFL teacher, teacher-trainer, and writer with 8
years experience in Chile. He has published articles in English Teaching Forum, ESL
Magazine, Essential Teacher, and the IH Journal of Education and Development. He
has given conference presentations & workshops in Chile, Argentina and Peru. He
previously taught 5 years at Colegio del Verbo Divino before moving to Universidad
Andrés Bello in Santiago, where he currently teaches Academic Writing. He can be
reached by email at: profesorbaker@gmail.com .
How Effective Is Error Correction in the L2 Writing Lesson?
by Juan Ignacio Córdova
(3rd year English Pedagogy student, Univ. Andrés Bello)
Introduction George Hillocks and Professor James
Williams.
Why should students in L2 classrooms On the other hand, proficient English
learn to write properly? After all, many Teachers such as Dana Ferris believe
people have made successful careers that “evidence is fairly compelling that
without mastering this skill. However, teacher feedback does indeed influence
nowadays, this is a very infrequent student writers: They value and
thing to happen. In today’s competitive appreciate it, attend to it, and utilize it
world, writing properly and using the to write revisions and make progress in
correct grammatical structures is most their writing” (Ferris, 2003). Other
likely to provide enormous advantages teachers such as Ana Maria Mora and
for students who are capable of Maria Ines Asis support Danna Ferris’
learning how to write well. “Yet view.
education transforms lives and societies
and the ability to read, and write, and As can be seen, there is no consensus
being numerate gives adults and on this matter. Therefore, the present
children a huge advantage over those author will examine the evidence in
who are not so fortunate” (Harmer, order to better understand this
2007). That is why it is so important to controversy. More specifically, research
teach students to write well. Not least will be conducted to establish how
important is the kind of feedback effective error correction is in the L2
provided by teachers and instructors to writing lesson.
their students.
Methods
Is error correction an effective
method to improve students In order to obtain results about the
writing? effectiveness of error correction in L2
lessons, it was decided to use both
On the one hand, there are several ELT qualitative and quantitative research.
experts, such as Dr. John Truscott, who Qualitative research involves the use of
believe that grammar correction is questions where respondents can give
ineffective and should be abandoned. their opinions. It is subjective.
This controversial statement rests on Quantitative research is collecting,
the following assumptions: “(a) analyzing and interpreting data about
Substantial research shows it to be what people do. It involves measurable
ineffective and none shows it to be / observable facts, and therefore, more
helpful in any interesting sense; (b) for objective than qualitative research. On
both theoretical and practical reasons, the other hand, qualitative research is
one can expect it to be ineffective; and more effective than quantitative
(c) it has harmful effects” (Truscott, research for investigators who desire to
1996, p.1). Some important supporters obtain an in-depth understanding about
of Dr. Truscott’s view are Professor human behavior.
8

9. Hence, by using both methods, it can Results and Discussion
be expected that this research paper A. Student Survey Results
will provide a better rounded picture of During an Academic Writing II test,
the controversy surrounding error students were asked by the teacher to
correction. In this way, the researcher provide an opinion about Dr. John
can expect to increase the credibility of Truscott’s point of view with regards to
the results obtained. These two error correction. This question served
different types of information are not two purposes: To asses the students’
mutually exclusive but complementary, understanding of Truscott’s article “The
creating new lines of thinking by the Case Against Grammar Correction in L2
emergence of contradictions and or Writing Classes” and, later on, be
consistencies. considered as a question to obtain the
surveys’ results with regards to the
Additionally, triangulation was used. By students’ opinions about error
gathering data from multiple sources, correction.
the findings will be more reliable. To
put it differently, by using mixed Overall, there were a total of 13
methods and multiple sources, students who agreed with Dr. Truscott.
obtaining similar results (convergence) This number represents 36.1%. There
makes it less likely that the results are were 19 students who disagreed with
due to bias. Thus, triangulation leads him. This number represents 52.7 %.
to stronger conclusions. There were 3 students who showed
mixed emotions about Dr. Truscott’s
In the present research, three sources view. This number represents 8.3%.
were employed. Firstly, thirty-five third- There was one student who did not
year students from Universidad Andrés answer the survey. This number
Bello were asked on an Academic represents 2.7%.
Writing II test about their opinions in
regards to Dr. Truscott’s view about On the one hand, the most common
error correction. Prior to taking the reason provided by students who
test, students were required to read agreed with Dr. Truscott’s view was
Truscott’s article “The Case Against their own personal excruciating
Grammar Correction in The L2 Classes”. experience in relation to error
They were asked the question: “Do you correction. Therefore, this segment of
agree or disagree with Dr. Truscott? students can be categorized as “victims
Refer to your personal experience in of the harmful effects of error
your answer”. correction” (my quotation marks).
Secondly, a video of Barry Cusack’s On the other hand, the most common
IATEFL 2009 workshop entitled, reason provided by students who
“Extensive Writing: How to mark it” disagreed with Dr. Truscott’s view was
was analyzed by the Academic Writing that error correction had been helpful
II students. The aim in doing this was for them. Therefore, this segment of
to corroborate his view about error students can be categorized as “people
correction in the L2 language lessons. who improved their writing skills thanks
to error correction” (my quotations
Thirdly, two teachers from Universidad marks).
Andrés Bello were interviewed. Each
teacher had to answer a set of nine (9) Therefore, based on these results, it
questions. One of the teachers is an can be stated that the majority of the
expert on error correction. The other, is students who took part in this survey
a language teacher. The idea was to get did not agree with Dr. Truscott’s view
both points of view and contrast them. on the matter of error correction.
Consequently, it can be declared that
In summary, the information of this this outcome supports Dana Ferris’ view
research paper was gathered from on the subject concerning error
three different sources. These were: a correction, since most students have
survey of thirty-five students from the faith in this method and trust it to be
Academic Writing II course at beneficial for them in regards to their
Universidad Andrés Bello, Barry writing skills. However, the present
Cusack’s video, “Extensive Writing: result should be taken with caution,
How to mark it”, and two teachers’ since the number of students involved
interviews. in the survey was very small (35
students).
9

10. Author’s Analysis Following that, he refers to a handout
According to the survey’s result, most in which the spectators can see
students disagree with Doctor examples of students’ writing and their
Truscott’s opinion about error mistakes. He cited Lucy Fazio as his
correction. For the present author this source. In this handout, he presents a
was quite surprising, since students composition written by one of his
who took part in the survey had pupils. In it, a wide variety of mistakes
recently been asked to study John can be found. Teachers are asked to
Truscott’s article “The Case Against read the composition and share ideas
Grammar Correction in L2 Writing on what they would do with it. Once
Classes. Therefore, one might think they finish reviewing the composition,
that their opinion on the matter could Cusack states that there are basically
be biased, since no article supporting only five (5) things that can be done
error correction was read by the with students’ extensive writing
students prior to rendering their assignments: Comment, amend,
opinion. One of the questions on this reformulate, explain, and indicate. In
test was to support or refute John regards to the comments, Cusack
Truscott’s opinion about error claims that it is always important to
correction based solely on the students’ make written observations about our
personal experience. students’ writing whether they are
positive or negatives remarks. We can
B. Video Analysis also amend the students’ work. That
means that we can fix or correct the
In the Academic Writing II course, students’ mistakes. We can also
taught by Thomas Baker, students were reformulate sentences and ideas.
presented with a video called
“Extensive Writing: How to mark it”. Sometimes, students make mistakes
This video corresponds to a lecture with the word order of sentences. That
given by Barry Cusack in April 2009 at is why we can reformulate, in some
the International Association of cases, their writing. Also, a full
Teachers of English as a Foreign explanation on the margin can be
Language annual conference in Cardiff, provided to the students so they know
Wales, UK. In this video Professor in more depth the nature of their
Cusack shares the procedures he uses mistakes. Last but not least, teachers
to correct his students’ writing. can indicate the students’ mistakes by
putting a symbol which states what
At the beginning of the lecture, kind of mistake they have made.
Professor Cusack makes a few jokes as
a way to break the ice. Then, he states In addition, he states that teachers
the topic of his lecture: Extensive should analyze the kind of mistakes
writing and how to mark it. He explains their students make. Some mistakes,
that what he will share with the according to Cusack, can be classified
spectators is exactly what he has been as findable mistakes. When trying to
doing in order to teach his students classify which mistakes are findable,
how to write, but he admits that it is teachers should consider the
still a work in progress. Therefore, background of their students, since it
changes and improvements are likely to affects their ability to find and correct
be made by him in the future, and he certain mistakes. This kind of mistake
encourages spectators to contribute to can be pointed out by the teacher and
the development of this teaching the students can correct it later on by
process. themselves. Spelling, sentence
boundaries, and howlers, which are
Then he explains that, at the moment, basic grammar mistakes, are
he is preparing 16-year-old students for considered to be findable mistakes,
IGCSE English as a second language which are basic errors that can be
exam, in which composition writing is of simply and swiftly put right.
extreme importance. Hence, his
comments are likely to help the present In regards to mistakes which can not be
author to arrive at an answer about the found by the students, teachers should
use of error correction in the English L2 avoid asking them to correct them by
writing lessons. Later on during his themselves without their supervision
lecture, Cusack states that most of the and further explanation. Engagement is
time students do not read the teachers’ also a key factor for teachers to
corrections on their written papers. consider when they intend to improve
That is why the kind of feedback their pupils’ writing skills. Students
teachers provide is fundamental for the should become involved with their
improvement of the students’ writing. teachers’ feedback in order to improve.
10

11. To engage students with error teachers’ background and qualifications.
correction, Cusack provides a lesson Questions five through seven aim to
plan in which a series of activities are scrutinize the previous experience the
presented to involve students in the teachers have had in regards to
writing and error correction process. In teaching writing. Also, one of them
it, students: receive an error sheet with (question seven) focuses on the
ten (10) sentences from ten teachers’ personal experience with
compositions which contain one writing. Question eight, which is the
findable mistake each, are asked to find most important one on the list, directly
three mistakes, have to state what aims to discover the opinions these
kind of mistakes there are and what teachers have about abandoning error
they should be corrected to. At the end correction. Question nine provides
of this process, teachers return the these two teachers the chance to add
students’ compositions and, in pairs, any information they might consider
students try to find the rest of the relevant to this matter.
mistakes in the error sheet. Students
who are more proficient in writing are On the one hand, A.C., is a language
likely to help their fellow pupils. Finally, teacher at UNAB. On the other, R.F. is a
Cusack states that by the end of his grammar teacher at the same
lessons, students are likely to: become university and an expert on the matter
self critical, realize the kind of mistakes of error correction. The purpose of
they make, and start checking their these two interviews was to contrast
work in a productive way. the conceptions these two teachers
have about error correction.
Author’s Analysis
A. C.’s opinion about error
Before watching the video “Extensive correction
Writing: How to mark it” viewers can
infer, just by looking at the title, that A.C. has a degree in education from
Barry Cusack is in favor of error Pontificia Universidad Catolica. She is a
correction. It is believed by the present high school English teacher, and she
author that watching this video has been teaching for eight years. A.C
contributed a great deal in coming to an has taught at Santa Catalina and at the
answer in regards to the question of Redland School. Also, she has taught at
this research paper: How effective is UNAB and at Universidad Alberto
error correction in L2 writing lessons? It Hurtado. Therefore, it can be stated
can be stated that, according to that she has experience teaching both
Professor Barry Cusack, error correction adolescent and adult students.
in the L2 writing lessons can be quite Currently, she is teaching language
effective if the proper feedback is courses at UNAB to first, second, and
provided by the teachers to their third year students in the English
students. Also, if teachers are able to Pedagogy program.
involve their students with the writing
process, and are capable of explaining A.C. considers that the best way to
to their students the important role teach writing to students is by giving
teachers’ feedback plays in this them models, textbooks, and structures
procedure, students are likely to: which provide examples of how to write
become self critical, realize the kind of properly. When it comes to error
mistakes they make, and start checking correction, A.C. uses a rubric which
their work in a productive way. assesses students’ writing by focusing
Therefore, it can be stated that, on the following aspects: writing to
according to Professor Barry Cusack, length, following the model which was
error correction can be quite effective in provided, overall coherence, language
the L2 writing lessons. use, vocabulary, and use of linking
words.
C. Teacher Interviews
Besides teaching, A.C. has written
In order to provide a more accurate papers for conferences and papers on
result about how effective error citizen participation in environmental
correction is in the L2 writing classes, laws. While A.C was being interviewed,
the present author decided to interview she admitted that she never really gave
two teachers of English from a serious academic thought about the
Universidad Andrés Bello (hereafter possibility of abandoning error
UNAB). The questions used in these correction due to its possible harmful
interviews can be subdivided in four effects. However, she graciously
categories. Questions one through four agreed to provide her opinions on the
aim to provide information about the matter nonetheless.
11

12. According to her, error correction in the objective is to provide students with
L2 classes should not be abandoned, communicative skills, error correction
since it helps students of a second should definitely be abandoned, since
language to learn from their mistakes the students’ major goal is to improve
and gain awareness of them. She also the way they communicate with others.
added that teaching English writing in Hence, error correction might be
Chile is a great contribution for this ineffective and it may get in the way of
country’s students since, unlike improving students’ fluency in the
students from English-speaking English language.
countries, most Chilean students have
not learned in early stages how to be On the other hand, R.F. believes that
organized and concise when it comes to students who are on their way to
writing. In conclusion, it can be stated becoming teachers or experts in a
that A.C. is against the idea of certain language ought to be corrected,
abandoning error correction. and error correction should not be
abandoned. The only way these
R. F.’s opinion about error students will master a certain language
correction is through exhaustive correction of their
mistakes. According to her, errors are
R.F. has a Master’s degree in Linguistics corrected at this level in order to raise
and, at the time of the interview, was awareness about mistakes.
three months away from obtaining her
P.H.D in Linguistics. She has been R.F. also added that it is extremely
teaching English for twenty three years, important for teachers of English to
and has taught all levels, from the most contemplate the hierarchy of the
elementary to the most advanced ones. mistakes made by their students.
R.F. taught Spanish grammar at the Teachers should try to leave no room
University of Rochester in New York and for higher-level, structural mistakes to
English grammar at Gabriela Mistral happen. If they do happen, teachers
University in Santiago, Chile. Currently, should not correct them. Instead,
she is teaching English grammar at students should only receive a brief
UNAB and at Pontificia Universidad explanation from their teachers about
Catolica in Santiago, Chile. the way they should use a certain
structure.
R. F. believes it is fundamental to
consider the students’ level of English Author’s analysis
before determining the methodology to It was no surprise to hear that both A.
be used to teach writing to them. She C. and R.F. considered that error
prefers to teach elementary students correction should not be completely
through structures, while advanced abandoned and that it can be beneficial
students should be taught by for the improvement of their students’
considering a variety of elements such writing skills. However, R. F. stated that
as: argumentative, descriptive, in some cases, such as communicative
narrative, structure, style, and the way courses where the students’ main
they address the reader. All these objective is to improve their
subjects are of great significance for communicative skills, error correction
more advanced students. could be abandoned. It could
potentially harm the flow of the lessons.
R.F. considers that in order to correct According to R.F., in the specific case
her students’ writing, it is essential to where the focus of a course is
consider the purpose of the course they communicative, a less rigorous form of
are studying. If it is a communicative error correction is justified in order to
course, too many corrections ruin the promote communication, the objective
communication between students and of the course.
teachers. In this case, she does not
correct every single mistake on the Conclusion
students’ writing. If she is teaching “One of the things that puzzle many
academic writing, she is more severe teachers is why students go on making
and concerned about the error the same mistakes even when those
correction. Prescriptive and descriptive mistakes have been repeatedly pointed
approaches are used to correct out to them” (Harmer, 2007). That is
students’ mistakes. exactly the point of controversy.
According to Dr. Truscott, error
Thesis, articles, and papers on correction in the L2 classes is a waste
academic writing have been written by of time, and according to Dr. Ferris it is
her. On the one hand, R.F. considers the only way to improve students’
that in courses in which the main writing. Based on the results obtained
12

13. in this research, it can be stated that most students of Academic Writing II course
agree with Dana Ferris, since they openly disagreed with John Truscott’s view on the
matter.
In regards to Barry Cusack’s workshop video, it can also be stated that he believes
that only through error correction students can improve the way they write. Like many
teachers of English he believes that “learning is fundamentally a process that involves
the making of mistakes” (Brown, 2007). That is why it should be kept in mind that
“mistakes, misjudgments, miscalculations, and erroneous assumptions form an
important aspect of learning virtually any skill or acquiring information” (Brown, 2007).
As a result of the teachers’ interviews, it can be stated that both teachers agreed that
error correction should not be completely abandoned. However, R. F. claimed that in
some cases, specifically in communicative courses, where the students’ main objective
is to improve communicative skills, error correction could be less vigorous. The
rationale given for this assertion is that error correction could adversely affect the
communicative flow of the lessons.
In brief, the results obtained by this research showed convergence. Multiple sources;
including teachers, teacher-trainers, and students; subjected to both qualitative and
quantitative research methodology, arrived at the same outcome, namely, error
correction should not be abandoned. Thus, a correspondingly high degree of
confidence can be ascribed to the results.
As a minimum, it has been proven that error correction is highly regarded by teachers
and students alike. Students want and expect it while teachers believe in it and are
prepared to provide it. As long as the kind of feedback provided by teachers is
thoroughly studied and planned prior to using it, students will have access to valuable
comments that can positively promote the way they make use of English in its written
form.
In conclusion, teachers who teach writing in an L2 are encouraged to carefully analyze
and constantly aim to improve the kind of feedback they provide their students with.
Consequently, students would most likely become more engaged with the error
correction process. Only in this way can error correction truly become an effective tool
in the L2 writing lesson.
References
Brown, H. D. Principles of Language Learning and Teaching. White Plains: Longman,
2007.
Cusack, Barry. “Extensive Writing: How to mark it.” Video workshop presented at the
International Association of Teachers of English as a Foreign Language
conference, Cardiff, Wales, UK. April 2009.
http://iatefl.britishcouncil.org/2009/sessions/62/extensive-writing-how-mark-it-0
Ferris, Dana. Response to Students Writing: Implications for Second-LanguagStudents.
New Jersey, Lawrence Erlbaum Associates, 2003.
Harmer, Jeremy. How to Teach Writing. Harlow: Longman, 2004.
_____ The practice of English Language Teaching. Harlow: Longman, 2007.
Truscott, John. “The Case Against Grammar Correction in L2 Writing Classes.”
Language Learning 46 (1996): 327-369.
TESOL CHILE’s mission is to strengthen the effective teaching and learning of
English as a Foreign Language in the nation of Chile while respecting individuals’
language and cultural backgrounds. To this end, TESOL CHILE, as a national
professional association, supports and seeks to inspire those involved in English
language teaching, teacher education, administration and management, curricula and
materials design, and research; provides leadership and direction through the
dissemination and exchange of information and resources; encourages access to and
standards for English language instruction, professional preparation, and employment;
and supports the initiatives of its international parent organization, TESOL, Inc.
13

14. Tips on How to Effectively Communicate with Parents
by David Kendall Clapp
Universidad Santo Tomás (UST)
Viña del Mar Campus
Nowadays, it is essential for teachers to gaining parental support if a problem
arises.
communicate with parents. According to
Harmer, “…students´ experiences in their Document all problems. Detailed,
families have a profound influence on anecdotal records of chronic behavior
their attitudes to learning and to should be kept. Doing so would enable
authority.” (2001, p. 126). However, it teachers to relate problems to parents in a
often happens that teachers fail to fair, unbiased manner.
communicate with parents in a timely
matter. Consequently, teachers may Be prompt. Teachers are advised to act
become anxious when communicating immediately when there is a problem.
with parents. Experts agree that waiting would only
make the problem become more difficult
This anxiety is understandable. Instead of to resolve (Harmer, 2001, p. 129; Ur,
contacting parents the moment a problem 1995) Therefore, at the first sign of a
arises in school, teachers wait until the problem, parents should be contacted.
disruptions are out of hand and the school
can no longer handle the student. A good There are many ways to do this. For
rule to remember is: Don´t wait until instance , a letter could be sent home, a
parent-teacher conference time to phone call made, or a face to face
communicate problems. Parents should be conference arranged. To wait until parent-
called the moment the student is having teacher conferences or report card time is
trouble behaving. not recommended.
In this paper, some guidelines for year- How to Communicate Assertively
long parent-teacher communication will with Parents
be discussed. In addition, assertive
communication with parents will be If a teacher is having difficulty with a
addressed. Finally, some suggestions for student and need to speak with a parent,
dealing with extreme cases will be everything possible should be done to
offered. reach that parent. Teachers should not
hesitate to call a parent at work. If the
Guidelines mother can not be reached, call the father
or primary caregiver. Though it may be
Communicate your expectations to difficult, do not stop trying until a parent
parents. In order for them to support the has been contacted and their support
teacher, parents must know the behaviors received. Remember, the child is
expected from the children. To do this, a ultimately the parent’s responsibility and
letter outlining your Classroom you, the educator, deserve parental
Discipline Plan could be sent home the support.
first day of school. The letter should be
signed by the parents as well as the child. Before calling or meeting with a parent
This can be seen as a kind of binding whose child is having a serious behavior
contract. problem, plan the conversation ahead of
time. Write down the four following
Positively reinforce students. Since points to include in the discussion:
parents are accustomed to receiving only
bad news from school, it is important for 1. Goals for the phone call or conference:
teachers to show that they have a positive Know exactly what is wanted from
attitude toward their children and parents before speaking to them: For
teaching. This could be done by sending example, “Mrs. Contreras, I need your
home positive notes early in the school cooperation in regard to your son´s/
year. It would increase the chances for daughter´s fighting in school”.
14

15. 2. Objectives: Teachers should know become hostile toward the teacher. In
exactly what they need parents to do to those cases it is best to seek
achieve that goal: For example, “Mrs. administrative support before taking
Contreras, I need you to discipline your action. Together, a teacher and the
son/ daughter whenever I send home a principal can develop a plan for gaining
note saying that the child has been the parents’ support.
disruptive in school.” Of course, this
implies a prior, explicit, mutually-agreed An effective way to deal with
upon understanding between parent, uncooperative parents is to provide
child, and teacher before implementing. consequences for the student that will
This is to be understood in general terms, make it as inconvenient for the parents as
as any inconsistency between parent, possible. For example: “Mr. Reyes, you
child or teacher would probably be have a choice. Either you discipline your
counterproductive. son when he misbehaves in school, or I
will be forced to call you at work every
3. Rationale: The following rationale is single time he breaks a rule.” The
often used in conversations regarding important thing to remember is that one
behavior: “Mrs. Contreras, it is in your must be willing to follow through with
child´s best interest that we work together the consequence and use it consistently
to eliminate this undesirable behavior. until the parent agrees to give their
The parents are the most important people support.
in your child´s life. You have more
influence over him or her than I ever will. In conclusion, the recommendations
Your influence is vital in helping your which have been discussed can help
child. S/he needs to know we are working teachers to more effectively communicate
together, and that we will do all we can to with parents. Novice teachers should find
help your child improve his/her these guidelines especially helpful. In
behavior.” addition, experienced teachers may also
find these guidelines to be of use, if only
4. Consequences: State the logical to validate what they have already learned
consequences if the problem remains from their own experience when dealing
unsolved. “ Mrs. Contreras, if your with parents. Therefore, the examples
child´s fighting problem persists, s/he will discussed herein by no means are to be
be suspended from school.” considered the end to all means; to
attempt to do so would be outside the
If Parents absolutely refuse to scope of this paper. Nevertheless,
Support the Teacher considering the significance of the
benefits for students and their families, it
A few uncooperative parents who is hoped that this paper has in some way
absolutely refuse to help teachers encouraged teachers and parents alike to
discipline their children may be reflect on how to further foster better
encountered. Some parents may even communication between both.
References
Harmer. Jeremy. (2001). The practice of English language teaching (3rd ed.). Harlow
Longman.
Ur, Penny. (1995). A course in language teaching: Practice and theory. Cambridge:
Cambridge University Press.
Bio: David Kendall Clapp holds a BS degree from the University of Southern Mississippi
in the USA. He is a teacher, in-service trainer, and writer with six and one half years
teaching experience in Chile. He currently works as a full time academic in English
pedagogy for Universidad Santo Tomás at the Viña del Mar campus.
15

16. An Interview with Richard Boyum
interviewed by Thomas Baker
continued from page 1
TB: What is a Regional English
Language Officer?
RB: A RELO is a State Department RB: Well, I’d first of all like to get
Foreign Service Officer specialized in the acquainted with the English teaching
teaching of English as a foreign language. environment in all its different forms
Our Division is part of the Bureau of here, and then bring some of our
Educational and Cultural Affairs and resources to contribute to English
located in the Office of Academic language teaching and training as desired
Programs. As RELOs, we support and or requested.
promote the teaching of English and the
training of English teachers. For TB: Could you tell a bit about your
instance, we might work with a ministry background?
of education to offer training courses for
English teachers, or coordinate with a RB: Like many Foreign Service Officers,
university on teacher training curriculum I have a "checkered" career. My first
development. We also place visiting teaching experience abroad was as a
American professors at selected Peace Corps volunteer in Senegal. Later,
universities, or identify Chilean English after I got my MA, I worked for Ohio
teaching professionals to go on training University in Saudi Arabia. When I
programs to the United States. joined the State Department I got
assigned to Egypt, Brazil, Thailand, India
TB: Can you give some examples of the and now Chile.
kinds of programs you have?
I am an active member of "Teachers of
RB: One of our most useful resources is English to Speakers of Other Languages"
the English Language Fellow program, (TESOL), and have served on the TESOL
which places an American professor Board of Directors.
specialized in English language training
at a university to work with future TB: I understand you have received a
teachers of English. We have four couple of special Awards. In 2005 you
English Language Fellows in Chile this received The James E. Alatis Award from
year. TESOL, for outstanding contribution to
the field. You also received a special
Another program is the Winter Institute award from the King of Thailand.
for Teachers of English (WITE). It is a
one-week English immersion program RB: Yes, in 2004 I was honored to have
with intensive training and cultural the King of Thailand present me with a
activities for teachers. special award for contributions to Thai
Education through a Distance Learning
A program for students from age 14 to 16 project the RELO office conducted.
is the ACCESS program that offers
scholarships to underprivileged youth to
pursue extracurricular English language
study, to better prepare them for the post-
secondary school world of employment or
university entrance exams. The program
is available in Antofagasta, Santiago and
Concepción. Chile is the first country in
Latin America to have this program.
TB: What are the objectives for your Richard Boyum receives an award from the
King of Thailand in ovember, 2004.
work in Chile?
Welcome to Chile!
16