All posts by Nicola Carozza

Learning technology in LINC – Beyond the pandemic


Written by - Nancy Van Dorp & Robert McBride, Canada

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Abstract
This article is based on observations from a workshop conducted at the 2021 annual TESL Ontario conference presented by language training professionals and experts in learning technology solutions from the Avenue–LearnIT2teach Project. The onset of COVID-19 in March 2020 was a crisis in immigrant settlement language training. Many teachers and learners were forced to rapidly pivot from conventional face-to-face learning to remote learning. Teachers and learners who had previously practiced blended (or hybrid) learning were well positioned with technology and skills. Teachers and learners who had not were forced to rapidly respond with Emergency Remote Teaching (ERT). Observations from the workshop panel and the participants uphold the need for continued sector engagement with learning technology to support the development of digital skills among newcomers,  Continue Reading →

Categories:
COVID-19, LINC, online, Online teaching, Technology
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The Early Language Learning (ELL) curriculum supports newcomers with low levels of English


Written by - Yusra Qadir, Canada

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Abstract
The article provides information on the Early Language Learning Curriculum (ELL) curriculum, which is a set of documents to guide and support the delivery of real-world task-based English language instruction for adult newcomers with low levels of English (literacy to CLB 3) from Mothers Matter Centre. Designed as a service enhancement to the long-running Multicultural HIPPY (Home Instruction for Parents of Preschool Youngsters) Program for immigrant and refugee mothers of young children, ELL can also be used on its own to provide structured, informal English training in a classroom and/or with one-on-one English practice tutorials.  Materials designed for the tutorials can also be used to support conversation circles. The curriculum was designed through the support of Immigration,  Continue Reading →

Categories:
Curriculum, ESL, Language
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COVID-19 infecting global vocabulary: Implications for EFL/ESL teaching and learning


Written by - Musa Nushi & Mohammad Hadi Fadaei, Shahid Beheshti University

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Abstract
Language is dynamic and keeps changing due to the influence of a number of factors, including global pandemics. COVID-19, commonly known as Coronavirus, has affected not only people’s health around the world but also their vocabulary. Focusing on the English language, one can see that many Corona-related medical words have entered the daily vocabulary of its speakers, and interestingly, many languages have been using those words to broadcast the news about the disease. The outbreak has also spawned new words, corona coinages, and new uses of old words in the language. This article intends to raise EFL/ESL teachers’ awareness of the word-formation processes evident in the new COVID-19 vocabulary and to teach learners how words are created.  Continue Reading →

Categories:
COVID-19, Vocabulary
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Make teacher reflection count!


Written by - Samir Omara, Egypt

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Abstract
Language teachers always need to develop their teaching. They continue their teacher training and professional development in different ways. Reflecting on teaching practices helps teachers to dig deeper into their teaching opportunities, challenges, and solutions. Teacher reflection helps to develop quality teaching and learning while helping to sustain teachers’ professional development as well. Language teaching is a reflective practice and a cyclical process with a series of steps.

Introduction
Teacher professional development is very important to support teaching and learning processes. To help develop teaching and learning, language teachers should refer to teaching as a reflective practice. Gnawali (2008) thinks that reflection helps teachers to “understand themselves, their practices and their learners” (p. 69).  Continue Reading →

Categories:
Other, Reflection, Teaching
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Pedagogical lessons for remote/blended online classrooms


Written by - By Karen Englander & Bruce Russell, University of Toronto, Canada

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Abstract
An English for Academic Purposes (EAP) Pathway Program of a major Canadian university suddenly pivoted to remote teaching and learning, as did so many other university programs across the country in the 2020–2021 academic year. The Pathway Program, took the opportunity of this “pivot” to research how students and instructors fared with the new technology-mediated curriculum and found key practices as useful for instructors. In this article, we describe the Community of Inquiry framework that underpins our study and the insights gained for instructors who retain at least some remote teaching activities in their classrooms. Implications of this study indicate that there are five ways in which instructors can potentially alter their pedagogy to further student satisfaction for online study.  Continue Reading →

Categories:
Community of Inquiry, EAP, Online teaching, pathway program, Remote learning, Remote teaching
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An anthropological approach to diversity in ELT


Written by - By Mostafa Kosari, Canada

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Abstract
This paper presents a discussion of the racial barrier to diversity, equity, and inclusion in the context of English Language Teaching. Although diversity is welcomed in ESL classrooms, giving all the students and teachers equal opportunities to participate and keeping all of them equally engaged is not necessarily an easy task when it comes to a formidable barrier called race. To achieve this aim, one perspective ESL employers, teachers, and students can adopt to reduce racial bias is an anthropological approach, which this paper is attempting to promote.

 

Survival of the fittest
When the sociologist Herbert Spencer coined the phrase survival of the fittest in 1864, he had no idea how his misconception of Charles Darwin’s Theory of Evolution would arouse such a bitter controversy in the 20th century with dire repercussions in our present day.  Continue Reading →

Categories:
culture, ESL, Uncategorised
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Facebook as a tool for enhancing students’ argumentative writing


Written by - By Maria-Lourdes Lira-Gonzales , Université du Québec en Abitibi-Témiscamingue, Canada

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For images, refer to the PDF of the article.

Argumentative writing is one of the most difficult written genres in higher education for both English as a second language (ESL) and English as foreign language (EFL) learners. These learners often face difficulties using complex syntactic forms and appropriate elements of argumentation (Ka-kan-dee & Kaur, 2014). Hence, there is an imperative need to explore the use of effective strategies to improve ESL/EFL students’ argumentative writing ability at the tertiary level.
Corrective feedback, referred to as utterances that indicate to a learner that their output is erroneous in some way (Nassaji & Kartchava, 2017), may be a particularly effective method of giving individual and specific guidance for the improvement of argumentation.  Continue Reading →

Categories:
Assessment, EAP, ESL, Online teaching, Uncategorised, Writing
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Thou shalt not speak English at home


Written by - By Ricardo-Martín Marroquín, Redeemer University, Canada

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Abstract
In this paper, I will explore various reasons why English may be endorsed to be spoken at home by English language learners. There is a strong consensus by second language teachers that learners of a second language (L2) should focus on developing their first language (L1) in a more academic means, adding that solidifying their foundation in their first language, would also support second language learning. Furthermore, language skills are interchangeable from one language (L1) to another (L2). However, the point of this article is to entertain and even to support a continuation of learning the L2 at the student’s home for reasons explained in further detail. In addition, the notion is not to weaken the argument that speaks of the continual development of the L1,  Continue Reading →

Categories:
culture, ESL, Language, Other, Research, Speaking
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Identity in undergraduate L2 writing: A juxtapositionof academic voice and internal voices


Written by - By Gulnigar Baham, Humber College (Kansai Foreign Languages University), Canada

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Abstract
Despite mounting research on the potential that cultivating self-identity affords students, it is often forgotten in most academic contexts, whether in instruction or assessment, that L2 writers have an L1 identity. In all avenues of higher education, researchers agree that multiple, complex, and simultaneous identities of students are advantageous for their advancement in academic writing (Cohen, 2011; Cummins, 2001; Leki, 2008); however, institutional practices, persisting social conventions, and student-teacher relationships (or lack thereof) place a greater pressure for L2 undergraduate students specifically. International and immigrant/generation 1.5 undergraduate students arrive in their new settings with their L1 knowledge base and are often expected to forego rhetorical strategies of their L1, as well as their linguistic and cultural repertoire,  Continue Reading →

Categories:
Curriculum, EAP, ESL, Identity, Language, Uncategorised, Writing
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English as a lingua franca: Reverting the school system back to a monolingual ideology—Why it’s dangerous and how to move toward a plurilingual ideology


Written by - By Ivana Stanisavljevic, Hamilton-Wentworth District School Board, Canada

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Introduction
English is the most widely spoken language in the world. It is the most commonly taught, learned, and used L2 worldwide. English is sought out as a valuable commodity. Parents want their children to learn it because of potential job and personal gains, and people worldwide seek to learn it for these exact reasons. It reigns supreme within the seemingly invisible pyramid of languages. English is king. As a lingua franca, it is the dominant language of international business, science, and technology (Lüdi et al., 2010, p. 57). Whatever the context, the rule of thumb seems to be, “When in doubt or when in a communicative bind, resort to speaking English.” Tourists who visit foreign countries can rest assured that they will be understood if they have knowledge of English.  Continue Reading →

Categories:
ESL, lingua franca, Plurilingualism, Uncategorised
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Incorporating CALL in the ESL classroom: Focusing on animation, movies, Netflix, TED, VOA, Arirang News, NPR, and YouTube


Written by - By Chahyun Kim, Baewha Women’s University, South Korea

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Abstract
This study examines the application of CALL in English classes for university-level or EAP students. Multimedia is significant in the digital era and should be applied in the ESL classroom. However, few studies explore how to apply a variety of multimedia resources in the ESL classroom. This study explores students’ opinions on the use of multimedia from a class conducted for one semester. The class dealt with one theme each week using various media. Over the semester, eight multimedia resources were used: animations, movies, Netflix, TED, VOA, NPR, Arirang News (a Korean English-language network), and YouTube. At the end of the semester, a student survey was conducted to examine students’ motivation, preference, and improvement in English proficiency when using multimedia.  Continue Reading →

Categories:
Blended Learning, CALL, Curriculum, EAP, ESL, Other, Teaching
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Quick tips for teaching literacy


Written by - By Zainab Almutawali, Canada

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These tips and guidelines are meant for instructors and volunteers who are new to the field of literacy and intend to work with adult literacy learners. I have come up with these tips based on my experience with literacy students, other teachers’ experiences and observations, and also my learners’ feedback that I always consider when planning my lessons. This is based on experience teaching literacy students from diverse backgrounds and various levels of literacy.

Background
Understanding the background of literacy learners and their needs is the first step to a fruitful learning experience. Many of our literacy learners are individuals who have never been to school before, have had limited education (one to two years of schooling) in their home countries,  Continue Reading →

Categories:
ESL, Language, Literacy, Teaching, Uncategorised
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