Hello everyone!
The definition of quote is to repeat someone else’s statement, phrases or thoughts.
Here is today’s!
Happy Teaching!
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/02/mondays-quote_27.html
I love using this holiday to teach about idioms!
Idioms are words that don’t mean what they say! They are usually a group of words, well known and used by native speakers of a language, that can’t be understood by the individual meaning of the words.Here is one way to teach idioms:
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/02/st-patricks-day-idiom-fun.html
As part of a “Notes from the Field” series, guest bloggers and teacher educators Dr. Anna Krulatz and Dr. Mona Evelyn Flognfeldt provide some insight on L2 teacher education in multilingual Norway.
Dr. Anna Krulatz
Like other Scandinavians, Norwegians are generally considered to be highly proficient in English. The national curriculum underscores the importance of English as an international language, and children in Norway learn English beginning in first grade (see the Norwegian curriculum for English). For school-age immigrant and refugee children, this policy means that they learn two additional languages on placement in the schools: Norwegian and English.
Dr. Mona Evelyn Flognfeldt
In the teacher education programs where we work, namely at the Oslo and Akershus University College (HiOA) and the Norwegian University of Science and Technology in Trondheim (NTNU), changes are already under way. At HiOA, multilingualism is offered as a unit in undergraduate courses preparing teachers for grades 1–7 and 5–10, in-service courses, and as part of our master’s-level course. Units include an introduction to multilingualism as a phenomenon, potential differences between learning English as a second and third (or later) language, and teaching English in diverse classrooms. A brief introduction to language typology and word order patterns is incorporated, and the student teachers are encouraged to reflect on their own multilingualism. The sound systems of various languages represented in class are described, and students practice pronouncing unfamiliar sounds and later compare them with English sounds. Cognates in English and other languages are also discussed.
At NTNU, both undergraduate students and in-service teachers enrolled in the EFL endorsement program take a module on second language acquisition that covers the basics of multilingualism and multilingual education. Stephen May’s “The Multilingual Turn. Implications for SLA, TESOL and Bilingual Education” and Suresh Canagarajah’s “Translingual Practice. Global Englishes and Cosmopolitan Relations” are listed in our syllabi as recommended texts, and in one of the assignments, students are required to devote at least one paragraph to explaining in what ways they believe the specific needs of multilingual students should be addressed in the EFL classroom.
The new national guidelines for English teacher education also recognize this need to reform English teacher training and list knowledge about multilingualism as a resource in the classroom as one of the learning outcomes. The Norwegian curriculum for English specifies that learners should be able to draw comparisons between English and their “mother tongues,” thus acknowledging the presence of first languages other than Norwegian in EFL classrooms. Additionally, the Norwegian Directorate for Education and Training has designated funding to support professional development of in-service teachers that focuses on foundations of multilingualism and teaching strategies for linguistically diverse classrooms. Nevertheless, continued work on raising teacher awareness and revising teacher education curricula with multilingualism in mind are needed. As well, we see a need for teacher training materials designed specifically with Norwegian EFL teachers in mind.
References
Jessner, Ulrike (2008). Teaching third languages: Findings, trends, and challenges. Language Teaching, 41(1), 15–56.
Anna Krulatz is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where she works with pre- and in-service EFL teachers. Her research focuses on multilingualism with English, pragmatic development in adult language learners, content-based instruction, and language teacher education.
Mona Evelyn Flognfeldt is Associate Professor of English Language Pedagogy at Oslo and Akershus University College, Norway. She currently teaches continuing professional development courses for English teachers in primary and lower secondary school. Her primary interests are vocabulary development, grammar in context, and teaching English in multilingual and diverse classrooms.
from TESOL Blog http://blog.tesol.org/tesol-teacher-education-in-multilingual-norway/
Hello, ESPers worldwide!
In this ESP Project Leader Profile, we meet Susan Barone, Executive Director of Global Learning and Education at Vanderbilt University in Nashville, Tennessee, USA. At Vanderbilt, Susan has effectively bridged the gap between linguistics research and program design.
Susan Barone is a senior lecturer in the Peabody School of Education and the College of Arts and Sciences [at Vanderbilt University (VU)] in the area of second language research and theory and teaching methodology. In her roles as Executive Director of Global Learning and Education, she focuses on language and cultural competences for both incoming and outgoing students. As a sociolinguist, Susan’s research investigates the intersection of Applied Linguistics and Narrative Medicine and the connection between clinician elicitations and patient narratives in intercultural health-care contexts. She has been instrumental in developing discipline-specific language programs in the VU schools of Education, Engineering, Law, Nursing, Medicine, and Management. Professional interests include needs analysis, program design, and medical discourse analysis. Susan presents at international conferences, and her publications include articles, book chapters, and the textbook, American Legal English.
I first met Susan at a TESOL annual convention where we were two of the presenters in an academic session of the ESP Interest Section. I was pleased to learn that she had studied with Janet Holmes because I had seen Janet speak at the APACLSP inaugural convention in Hong Kong in 2008 about the Language in the Workplace Project. Further, my own research interest was in leadership discourse.
Susan M. Barone, Ph.D.
Executive Director of Global Learning and Education
Vanderbilt University
1. Define leadership in your own words.
I am of two mindsets about leadership. On a personal level, I do not believe in hierarchy, so when I refer to leadership, I am speaking to qualities and characteristics, not necessary to position and power. On a professional level, I understand that hierarchies exist institutionally, and where there is greater leadership, there is greater reward for all involved. My personal stance informs the professional understanding I have of the concept of leadership.
Plan Ahead
Balance making plans with being open to new ideas as they emerge. Coach yourself to be able to see the big picture along with the details and how the two are connected. For example, while recently working with one of our professional schools, it became important to maintain a focus on the school’s administrative goals to inform the more specific curricular objectives. If we learn how to articulate both perspectives and talk through the steps for getting the details to connect, we can better achieve the overarching goal.
Listen Well
Listening helps you understand individual and institutional needs and expectations. Importantly, it helps you remain student focused. On a campus, listen to the full range of individuals: students, staff, faculty, and administration. Listening includes offering full attention, giving feedback when relevant, and acting on what you’ve heard when possible. Listening means much more than hearing to develop an immediate response. This type of listening may be challenging because staff sometimes seem to expect responses from those in administration.
Work Hard
Work, and work hard, but do your best not to overwork. Do your due diligence, be a model of your work ethic expectations, and actually do your work. At the same time, do your best not to overwork. Achieving not overworking isn’t always easy or possible on a regular basis. There are times when you just have to bite the bullet, roll up your sleeves, and overwork. When you can, however, pick which projects need this more rare type of commitment and pull back on others. Keeping work in check helps free up energy to do other things, likely in more creative and innovative ways. In the end, the other endeavors inform and renew your work in addition to helping you maintain balance. It is also important to note that you model your work ethic for staff and students. You don’t want any of them to be consistently overworked and to experience burnout.
Serve
Be of service to others. On a college campus, we are in service to students and we certainly also need to be in service to our staff. In many cases, we may be their best, if not only, advocates within an institution.
Give Credit
Give credit to those who contribute to your work, from those who offer you time to listen to your ideas, to those who take action on tasks. As a campus leader, your name will get the praise for work well done, so be sure to name names and express gratitude and appreciate for those with whom you work.
Continue to Learn
Continue to learn. Everyday.
2. Tell me an ESP project success story. Focus on your communication as a leader in the project. How did you communicate with stakeholders to make that project successful?
Our English Language Center is an ESP-EAP focused program at Vanderbilt University. My example focuses on the importance of listening in the design of an EAP program our language center has been developing over the last five years.
Informal conversations with an assistant dean at our School of Education prompted a discussion about preparing incoming students for whom English is not a primary language and whose standardized language assessment scores were quite advanced, often well beyond the minimum requirement. Yet, in carefully listening to the concerns, I was able to identify that there was a need to address the conceptual level of mental lexicon development: what did these terms mean within the context of a U.S. school of education?
Actively listening and drawing from experience, I was able to contextualize possible solutions in very specific ways much sooner in the process. I remembered reflecting on this fact immediately as our plans to develop the program were in place. In the spirit of listening with intention, the language center instructors created an ongoing needs analysis as a tool for listening carefully to the needs of students and remaining student focused.
In her responses, Susan focuses on personal actions. From a leadership perspective, these personal actions lead to collaborative activities to create and to achieve visions. I especially like the fact that such vision building involves ongoing needs analysis. In effect, we are looking at a program design system that meets the needs of various stakeholders.
For ESP practitioners, it is very important to be able to meet the needs of stakeholders. In my own research conducted with leaders in the public, private, and academic sectors, listening was considered to be very important. Such active listening provides leaders with a framing opportunity. How are you framing your programs for your stakeholders?
Do you have questions or comments for Susan? Please feel free to contact her directly.
All the best,
Kevin
from TESOL Blog http://blog.tesol.org/esp-project-leader-profile-susan-barone/
What are some of the obstacles that writers face? By talking to my students and other writers and by observing my own writing activities, I came up with the following list:
In today’s blog, I provide online resources that discuss these writing problems and offer solutions, tips, and suggestions in order to help writers overcome these obstacles.
Writer’s Block
Sean M. Conrey & Allen Brizee. Symptoms and Cures for Writer’s Block. Purdue OWL.
This resource from the Purdue Online Writing Lab describes several symptoms of writer’s block and provides solutions to cure these symptoms.
Writing Anxiety
Writing Anxiety. The Writing Center, UNC-Chapel Hill.
This handout discusses a common writing obstacle: writing anxiety, that is, feeling pessimistic or apprehensive about writing. The article first describes several situations in which these feelings may arise. The article then provides a number of suggestions to overcome writing anxiety. They include getting support, identifying your writing strengths, understanding that writing is a complex process, thinking of yourself as an apprentice, trying new tactics when stuck, and celebrating your writing accomplishments and successes.
Procrastination
Paul J. Silvia. On Writing Tomorrow What You Should Have Written Last Year. APA Style Blog.
Paul Silvia gives three suggestions on how to overcome a common problem in writing (and, arguably, in many other life endeavors)—procrastination. They include working with a group of other writers, developing a habit, and establishing rewards for your writing accomplishments. In his article, Paul describes these strategies in more detail.
Lack of Confidence
Anne Lyken-Garner. How to Build Confidence in Your Writing Ability. Writers in Charge Blog.
Anne Lyken-Garner offers a few simple but helpful suggestions on how to build confidence in your writing abilities.
Lack of Productivity
Bamidele Onibalusi. 10 Productivity Tips for Writers. Writers in Charge Blog.
“Our body is capable of doing much more than it already does,” notes Bamidele, “if only we could learn to make effective use of it under the right circumstances.” Accordingly, the ten productivity tips for writers he offers may help your students create such right circumstances and be more productive in their writing activities.
Lack of Motivation
Carol Tice. How to Boost Your Sagging Motivation for Writing. How to Make a Living Writing Blog.
Although this article is geared toward freelance writers, some of the tips on how to boost writing motivation can be helpful to your students as well.
Perfectionism
Ruthanne Reid. How to Defeat Your Perfectionism in Writing. The Write Practice Blog.
In this article, the author Ruthanne Reid discusses perfectionism not only as an obstacle for writing, but also as a dangerous writer’s quality.
from TESOL Blog http://blog.tesol.org/7-common-obstacles-to-writing/
Hello everyone!
The definition of quote is to repeat someone else’s statement, phrases or thoughts.
Here is today’s!
Happy Teaching!
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/02/mondays-quote_20.html
As I prepare for the TESOL convention in Seattle next month, I remember the first time I attended a TESOL international event. It was 2006 and I was in Washington, DC, at George Washington University to attend a workshop with my TESOL colleagues from around the world. We were to discuss the new (2005) TESOL standards.
It was wonderful to meet people from India, Africa, Switzerland, and everywhere else. As we came together, we had very different ideas of how to apply the new standards to our teaching situation at home. We shared our thoughts about each standard and planned lessons together using mathematics, science, social studies, and literature to inspire our students to mastery of language skills. I think we all left Washington grateful for the work that went into the TESOL standards and happy to have a better understanding of how to improve our student’s chances for success.
As I prepare to travel to Seattle, in that other Washington, the one where I have never been before, I look forward to the camaraderie and fellowship I have experienced at every TESOL gathering. It is truly remarkable to meet people who come from every corner of the Earth and who toil as I do helping students learn the most challenging mode of communication ever developed: that which is English.
from TESOL Blog http://blog.tesol.org/tesol-international-events-foster-camaraderie/
Innovative. Exciting. Reassuring. Energizing. Varied. That’s what the TESOL International Convention & English Language Expo has come to mean in my professional life. I know for sure that I’m not the only one feeling this way about the TESOL convention. A highlight of the convention is the variety of sessions that cater to the different needs and expectations of the participants.
For me, the pre- and postconvention institutes (PCIs) are a must-attend event. I always look forward to them because they help me broaden my understanding of concepts and strategies. Many times, PCIs provided key information for making a decision for my school: Is this topic worth discussing or implementing in my school? Is this speaker someone I’d like to bring to my language school to share his or her experience and expertise?
PCIs are varied and because they are scheduled before and after the convention, they won’t interfere with the hundreds of concurrent sessions offered during the converntion. When it comes to making a decision as to which PCIs to attend, I will first think about the needs of my language institute and its faculty. Once I’m clear with what it is that I’m looking for, I’ll take a look at the PCIs options and make a decision. There’s always a wide range of options to choose from.
Though I have attended both full-day and half-day PCIs, I have especially enjoyed the full day PCIs because they more fully develop a topic. Of course, not every PCI is satisfactory to every attendee; I have seen PCIs where an attendee seems not pleased and will leave the session. Fortunately, every PCI at the TESOL International Convention website has an abstract explaining the outcomes of the session, which is good to know before you make a final decision.
I clearly remember PCIs where I met colleagues with the same interests and concerns. Most of the PCIs allow for some pair or group work, and it’s amazing to see how much you can learn from your colleagues.
from TESOL Blog http://blog.tesol.org/why-attend-tesol-pre-and-postconvention-institutes/
When I first spoke to Cathy Raymond in mid-December 2016, little did we both know about the storm that was about to hit. As I review our interview, her words and actions take on a much deeper, more profound meaning. Educators like Cathy make a difference in the world because of one important word: empathy. Cathy cares about the human condition; she cares about human rights for all, and uses her position to empower women through language education in countries stricken by war and extreme poverty. In my view, Cathy is a true global citizen. I dedicate my blog this year to bringing to light the stories of these global citizens in our TESOL community, those individual who exemplify the core values of TESOL’s mission.
Cathy Raymond with Nepalese School Children
Cathy Raymond, Assistant Director of English Language Programs at Washington University and Executive Director for the Alliance for International Women’s Rights (AIWR), takes human compassion to an international level, empowering women in Afghanistan and Nepal through woman-to-woman mentoring and English language education.
Sherry Blok (SB): Cathy, I came across your message on MyTESOL calling for volunteers and contacted you immediately with piqued curiosity. Can you tell us a little bit about AIWR?
Cathy Raymond (CR): Founded by Lisa Herb, after living in Central Asia and visiting Afghanistan, the Alliance for International Women’s Rights has the mission to support women leaders and future women leaders in developing countries, with a current focus on Afghanistan and Nepal. We have two programs at AIWR: the English Program and the Mentor Program. The English Program focuses on English language training while the Mentor Program selects qualified women professionals to provide long-distance mentoring to Afghan women in the subject matter of the mentor’s expertise. I will step into the role of executive director of AIWR, following in the footsteps of my cherished predecessor, Lisa Herb, who has decided to use her legal skills to fight for the protection of American civil liberties in the wake of the recent election.
SB: In some of my past blogs, I’ve spoken to some inspiring international educators from TESOL affiliates who empower the disempowered through ELT. In your view, how does English language teaching lead to empowerment for learners living in difficult circumstances?
CR: The ability to speak English increases the capacity of Afghan and Nepali women leaders and future women leaders to more easily access educational and job opportunities. English also allows women to share their experiences with the international community and to reach out for scholarships and advice. The exchanges that happen online between our international teachers and the Afghan and Nepali students also go far beyond English language teaching and learning. They offer a unique opportunity for meaningful cultural exchanges that build understanding between the Western world and other countries, one person at a time. In the wake of a highly contentious U.S. presidential election and today’s troubling times in general, these efforts to nurture cross-cultural understanding are more important than ever.
SB: It must be so meaningful for you to be able to exchange with women real-time and hear their stories. What are some of the contextual realities of these women in Afghanistan and Nepal?
CR: Afghan women face discrimination, harassment, and threats to their safety on a daily basis. This past weekend, five women were brutally gunned down on their way to work at the Kandahar airport. (Three of them were students from our partner institution in Afghanistan.) Hearing this news devastated all of us at AIWR, and we immediately reached out to our partner organization in solidarity and support. We have a space on our website called “In the Life” where our students can publish their writing anonymously. One of our Afghan students wrote and published this poem, and I would like to let her words answer this question.
Dream It. Believe It. Achieve It.
Live beautifully and dream passionately.
I have a dream that one day people will be able to live in peace in my country.
I have a dream that one day we will be able to find humanity everywhere in each corner of our country.
I have a dream that one day a girl will be able to live her dreams in her reality, that a mother will be no longer worried when her daughter going to school.
I am living in a country where when someone dies, others say that he becomes free from struggles and problems.
I have a dream to live in a country where no one will say that.
I have a dream that one day no longer girls will be the victims of our traditions and customs and domestic violence in our country.
I have a dream that one day I will be able to make decisions for myself, to decide my future and my profession.
I have a dream that one day I will be able to travel alone to take steps equally with my brother.
SB: Her poem strikes a chord with me as I heard many stories like this when I was in Pakistan. How does your mentoring project impact the lives of these women?
CR: I have invited Gayle Zilber, our mentor program director, and lawyer with an interest in international human rights law, women’s rights law, and gender equality to answer this question:
The women mentees who participate in the Mentor Program are all professional working women who have overcome incredible barriers to achieve success, yet still struggle with what is often a very hostile working environment. Having the emotional support and professional guidance from language instructors and experts in their line of work, who help them master the specialized English terminology and content requirements of their fields, has accelerated their career advancement. Some of the mentees in our program have, with the instruction and support of their mentors, become eligible for significantly better jobs, with higher pay and improved circumstances. Seeing their success has inspired their extended families to permit younger female relatives to attend school and to work.
SB: Inspiring—you are making such a difference. What lessons have you learned by being mentored by someone living very different realities and circumstances?
CR: One young Afghan woman in particular who has inspired me in countless ways over the past several years I met back in 2010 when she was around twelve years old and was taking online English classes through AIWR. In order to protect her identity, I am omitting her name for this interview. Although it surprised me a bit at the time that a twelve-year-old Afghan girl would take online English classes in addition to her regular school work, it was even more astonishing to me that she was also already helping one of our Afghan partner organisations with many of the day-to-day coordinating duties. I clearly remember thinking about how very young she was to be entrusted with such responsibility, and how maturely she was able to handle the administrative and communication challenges inherent to a multicultural online education program. As time passed, I began corresponding regularly with this young woman on Skype, and she naturally wiggled her way into my heart and became my Afghan daughter. Over the years, she developed her English language skills, and, equally importantly, she developed her outstanding leadership skills. She was always sharply focused on her own education but also on the education of other girls and women in Afghanistan. In her unquestioning pursuit of this basic right, she has naturally become a role model for other young Afghan women and for Afghan parents who see in her a success story. Some parents have even agreed to let their own daughters take English classes because of her.
She is a role model for me, both personally and professionally, for our entire team at AIWR, and for young Afghan women pursuing their educational dreams. She is my Afghan daughter, and one of my most powerful mentors.
SB: Cathy, what are your best practices in mentoring?
CR: For me, mentoring is about interacting with people on equal footing. I do not pretend to have all the answers, and I know from my years of experience that I will learn as much from others as I have to give to them if I maintain an open mind and a willingness to listen. As I’ve watched my children grow and develop, for example, I have learned at least as much about confidence, hard work, and success from them as they have learned from me. From my Afghan daughter, I have learned about tenacity, big dreams, and courage, and I have done my best to support and encourage her to pursue her goals and dreams. From all of my international students over the years, I have learned how to breathe through challenging cross-cultural experiences and to engage in meaningful discussions while providing my students with a safe space for sharing their experiences. Mentoring others, for me, means allowing myself to be mentored by them.
As far as best practices in the logistics of mentoring:
SB: How can TESOLers get involved with AIWR?
We are always looking for highly qualified English teachers and mentors. To apply for either the English Program or the Mentor Program, please email a completed application form to me at cathyr@aiwr.org. Interested TESOLERS can find application forms at the AIWR website.
Join Cathy at TESOL 2017 in Seattle for “Distance Language Training for Women in Afghanistan and Nepal, Friday, 24 March, 12:30 pm–1:45 pm in the poster area in the Expo Hall.
from TESOL Blog http://blog.tesol.org/empowering-women-living-in-difficult-circumstances/
Recent political discussions in the United States have centered on whether we should allow refugees and immigrants from different parts of the world to enter the country. In this blog, I would like to review some of the facts about immigration that are ignored by politicians.
Why, you may wonder, am I writing this for TESOL when my blog is about pre-K-5 English learners? It is my feeling that the anti-immigration rhetoric, including the ban on Muslims from entering the United States and the building of a wall between Mexico and the United States severely affects the learning environment that English learners (ELs) encounter in our schools. They need a supportive community to succeed in school, and anti-immigration sentiments may undermine the supportive atmosphere. It is our job as ESL teachers to learn the facts about immigration and defuse some of these misconceptions in our schools. In this political climate, ELs need the support of adults in their schools, and ESL and bilingual teachers are the first line of defense for these children.
We can easily understand the effect of the Executive Orders that target specific groups of immigrants and refugees and their families. According to the Migration Policy Institute, 17 million children under the age of 18 live with one or more immigrant parents and 25 percent of children in the United States have ties to another country. These are the students who sit in our classrooms and may need our help.
Here are a few of the misconceptions that have been touted by politicians and media over the past few years.
Misconception 1. Immigrants are responsible for high crime rates in the United States.
Fact: According to a special July 2015 report by the American Immigration Council, immigrants are less likely to be incarcerated than native-born citizens. Incarceration rates among young men are lowest for immigrants, especially for the Mexicans, Salvadorans, and Guatemalans who make up the bulk of the undocumented population, according to the Justice Department. The American Immigration Council presents statistics in its 2015 report to show that high immigration rates are, in fact, associated with lower crime rates.
Misconception 2. Refugees coming into the United States from the Middle East serve as a pipeline for terrorists to enter the country.
Fact: Refugees are painstakingly vetted for possible terrorist activities before they enter the United States. Vetting is conducted by the Department of Homeland Security, the Department of State, and the FBI, and the process takes up to two years to complete. According to Teaching Tolerance Magazine, “Of the 748,000 refugees who came to the U.S. since September 11, 2001, three persons have been arrested for planning terrorist activities. “ According to records compiled in the United States, refugees are not a threat.
Misconception 3. Immigrants and refugees take jobs from American citizens.
Fact: According to the Urban Institute, there is little connection between immigrant jobs and unemployment rates of native-born workers. Better education and an aging U.S. population have resulted in a decrease in the number of Americans willing or available to take low-paying jobs. Immigrants and native-born workers often do not compete for the same jobs. They are more likely to be employed by the service industry, whereas native-born workers are more likely to hold jobs in management, sales, and office occupations.
Misconception 4.Immigrants and refugees come to the United States for welfare benefits.
Fact: According to the U.S. Chamber of Commerce, undocumented immigrants are not eligible for federal benefits programs. They cannot receive Social Security benefits, Supplemental Security Income, Temporary Assistance for Needy Families, Medicaid, Medicare, or food stamps. Even most legal immigrants cannot receive these benefits until they have been in the United States for 5 years or longer, regardless of how much they have worked or paid in taxes.
The case is different for refugees who are supported by both federal and private funds when they first arrive in the United States. By definition, refugees are people who have been forced to leave their country to escape war, persecution, or natural disaster and arrive in this country without resources to help themselves. The United States has a long history of supplying humanitarian aid to refugees.
Misconception 5. Children of undocumented immigrants shouldn’t have the right to a free public education.
Fact: Children between the ages of 5 and 21 have the legal right to be in school no matter what the status of their documentation. In June 1982, the Supreme Court issued Plyler v. Doe, a landmark decision that determined that states cannot constitutionally deny students a free public education because of their immigration status.
One of the most important jobs teachers have at this time is to teach students how to determine what information about immigrants that they hear or read is false or simply opinion. We don’t want our school community to engage in the spreading of the many misconceptions about immigrants that are being disseminated recently in the media and by politicians.
from TESOL Blog http://blog.tesol.org/misconceptions-about-immigrants-and-refugees-in-the-united-states/
Joel Jackson 