Category Archives: Curriculum

Multimodality-enhanced teaching: Fostering global citizenship and intercultural competence in ELT


Written by - Heejin Song & Jacqueline Ng, York University, Canada

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*For images, please see the PDF version of the article. 

Introduction 

This article showcases multimodality-enhanced learning tasks that embrace learners’ linguistic and cultural diversity as an asset to advance their oral communication skills, promote global citizenship (UNESCO, 2018), and cultivate intercultural competence (Byram, 1996) in a university English communication course. Drawing upon Cummins’ (2009) transformative multiliteracies pedagogy and García’s (2009) translanguaging that highlight affirming diversity and acknowledging a fluid flow of ‘languaging’ (Swain, 2006) in transnationals’ language learning as a source of empowerment in teaching, we exemplify two innovative multimodal projects called My Cooking Show and Plurilingual and Intercultural Expression Corner. These projects invited learners to activate and share their prior cultural and linguistic knowledge base with the aim of developing their cross-cultural and cross-linguistic awareness,  Continue Reading →

Categories:
culture, Curriculum, ESL, Experiential, Identity, Language
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Critical literacy and counter-narratives: Disrupting power and enhancing inclusivity in the LINC classroom


Written by - Abir Hammoudi, OISE, University of Toronto, Canada

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Many immigrants come to Canada not understanding the long and complex history it has with its Indigenous people, colonization, residential school system, and the impact of this on Indigenous communities. As a result, many newcomers learn negative stereotypes about Indigenous people because of their representation in the media and literature. Therefore, there is a pressing need to educate ourselves and Canadian newcomers about the true Canadian history. It is important to examine it from different angles and a “need to learn to read again the exhibition of the world, to see the display of the civilized and the primitive” (Willinsky, 1998, p. 86) as history topics have only ever been taught from one point of view of the majority group.  Continue Reading →

Categories:
culture, Curriculum, ESL, Literacy, Materials, pedagogy, Research, Teaching, TED
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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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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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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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Individualized program plans for adult ESL literacy learners


Written by - By Eman Ghanem, Edmonton Catholic Separate School District, Canada

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*For all footnotes, refer to the PDF version of the article.

Abstract
Adult ESL literacy teachers are often perplexed when instructing pre-, non-, and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to socio-economic status. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This paper examines the use of Response to Intervention (RTI) tier 3 plans in adult English learning in an L2 context. For twelve weeks, several evidence-based reading diagnostics assessments were administered to help develop individualized program plans for a group of emergent readers.  Continue Reading →

Categories:
Curriculum, ESL, Language, LINC, Literacy, Other, pedagogy, Reading, Research, Teaching, Uncategorised
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Creative assignments to help students connect English to the outside world and build confidence


Written by - Shayne Fogle, Ryerson University; Alanna Carter, Ryerson University; & Shereen Seoudi, Ryerson University

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Abstract
Instructors at the Real Institute’s ESL Foundation Program are continuously working on designing assignments that allow their students to practice the language skills taught in class while at the same time engaging with technology and connecting with life outside of the classroom. Through careful consideration and research, two assignments were designed and successfully achieved these outcomes. The assignments were adapted to a virtual teaching context and were equally successful. This article includes a detailed explanation of the projects that were created, the steps taken for students to accomplish all tasks, and the outcomes that resulted from their completion. Further to this is a description of the success achieved from their adaptation to an online learning environment.

   Continue Reading →

Categories:
Assessment, Blended Learning, culture, Curriculum, ESL, Experiential
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Disrupting the English-only status quo: Using home language as a vital resource in the classroom


Written by - Kate Paterson, Western University, Canada

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Abstract
An extensive and growing body of research affirms the value of using students’ home language (L1) in both second language (L2) and content learning in the classroom. In spite of this, instructional policy and practice continue to operate as though English-only approaches are axiomatic and essentially common sense. This article appeals for action at the classroom and program levels to close the gap between research and practice in relation to the use of home language in learning. This shift aligns with a move toward rejecting deficit narratives that focus on what students are lacking rather than what they bring to the classroom. If we recognize that our students possess rich cultural and experiential funds of knowledge, we must also begin to value the language(s) in which that knowledge is encoded.  Continue Reading →

Categories:
culture, Curriculum, Other, Plurilingualism, Research, Teaching, Uncategorised
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Using explicit instruction in genre-based pedagogy in L2 writing: A personal insight


Written by - Umme Kulsum, Toronto Catholic District School Board and Seneca College, Canada

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Abstract
Explicit instruction technique helps to facilitate genre-based pedagogy in tertiary level L2 writing courses. This paper will focus more on pedagogical experiences rather than research and assessment perspectives. In the case of L2 teaching, explicit and implicit instruction techniques are not ‘either-or’ options, instead ‘but-also’ techniques for developing writing skills in L2. However, the decision of the focus on either of the method depends on the course context and the level of the students. This article will elaborate on how direct instruction helped in-course planning and student’s L2 writing strategy building. This paper will also highlight how using models minimized students’ knowing-doing gap, and finally, how teacher mediation and scaffolding created an opportunity for dialogue through feedback.  Continue Reading →

Categories:
Curriculum, Experiential, Other, pedagogy, Reflection, Writing
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Highlighting highlighters: A simple but effective ESL literacy teaching technique


Written by - Samantha Banks & Kate Sullivan, Hamilton-Wentworth Catholic District School Board, Canada

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Abstract
This Ministry of Children, Community and Social Services (MCCSS) funded adult ESL Literacy Project of the Hamilton-Wentworth Catholic District School Board is in the midst of piloting a new delivery model of adult ESL Literacy instruction based on the 2016 ESL for Adult Literacy Learners (ESL for ALL) document. The Literacy Researcher guided four team members through intensive ESL Literacy training in the first year of the project. Now, these instructors are running specialized classes that target specific learning strategies ESL Literacy learners need in order to be successful participants in their classes, with PBLA and in their daily lives.

Our TESL Ontario Conference poster presented the learning strategy of highlighting specific information required to answer WH-questions.  Continue Reading →

Categories:
Curriculum, LINC, Other, pedagogy, Reading, Research, Training, Uncategorised, Vocabulary, Writing
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Differentiated instruction in English language teaching: Insights into the implementation of Raza’s teaching adaptation model in Canadian ESL


Written by - Kashif Raza, Qatar University, Qatar

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Abstract
The purpose of this article is to discuss the teaching adaptation model proposed by Raza (2018). This will be done with the support of fresh explanations and examples that show how different strategies suggested by the model can be utilized to develop and implement materials that can assist in adapting teaching strategies to English language learners’ needs in Canadian ESL classrooms. Driving their roots from significant language teaching and learning theories, the strategies included in the model are specifically relevant to language classrooms that comprise students from multilingual, multiethnic and multi-educational backgrounds. Starting with a brief introduction to the model, the article discusses the strategies in detail with the support of tasks and activities that can be used in Canadian ESL contexts to facilitate the language learning experience of diverse student population.  Continue Reading →

Categories:
Curriculum, Experiential, Materials, Research
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Can Sociodramatic Play Enhance Second Language Development?


Written by - Fernanda C. A. Batista, Ontario Tech University, Canada

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Abstract
Sociodramatic play contributes to children’s communication processes in several ways, including the development of language, imagination, creative expression, self-regulation, inner thought, and socialization, as well as the paving of the way for the development of symbolic activities such as literacy, mathematics, and music. To what extent, however, can it be beneficial to second language development in teenage and adult learners? In this paper, study findings about how and why sociodramatic play—also referred to as role-play, pretend play, symbolic play, and make-believe play—can help learners of all ages acquire a second language are reviewed. In these studies, sociodramatic play is regarded as an opportunity to promote interactive and cooperative learning along with understanding the norms of other cultures,  Continue Reading →

Categories:
culture, Curriculum, Drama, Experiential, Other, pedagogy
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