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MIDTESOL Matters
Winter 2001-02 |
MIDTESOL Honors Brefeld, Mithen, and Conference Presenters
By Cheryl Eason
At its
2001 fall conference in Lee's Summit, Missouri, MIDTESOL honored Rosa Brefeld
Schuette, who the Acting Director of the English as a Second Language Program
at Washington University, and Phyllis Jacobson Mithen, director of the English
as a Second Language Program at St. Louis University, with its Pat-on-the-Back
Award. This award honors those individuals who have given exceptional service
to MIDTESOL and our profession. Both honorees have been MIDTESOL Presidents
and served on the conference planning team for the 2001 TESOL Convention in
St. Louis this past February. Brefeld was one of the convention's local co-chairs,
and Mithen led the Hospitality Team.
The writer of the letter nominating Brefeld described her as someone who "is able to take the initiative" not only in seeking and developing materials and curricula for her students but also in her own professional development and in leading others within our profession.
In the letter nominating her, Mithen was described as someone who "has given tirelessly to [our] profession" and who is "a font of knowledge and a rock of dependability."
Olga Silina, a graduate student at the University of Northern Iowa, was selected by the MIDTESOL Awards Committee to receive a Travel Award to the Fall MIDTESOL Conference. At the conference, Silina and Phil Plourde presented a demonstration entitled "Strategies for Teaching Content-Based Courses for English Language Learners." Silina's summary of this presentation appears in this newsletter.
The Best of MIDTESOL Award, granted to the presentation at our fall conference that is voted most valuable by the conference attendees, was won this year by Kristine Filz and her colleagues at the Francis Howell School District in St. Charles, Missouri, for their workshop entitled "HELP: There's an LEP in My Classroom." This presentation offered practical suggestions for how mainstream classroom teachers and teachers of ESOL can support limited English proficient students' learning without investing excessive amounts of preparation time.