Category Archives: ESL

Bridging the language gap: Challenges and opportunities for English education in underdeveloped countries


Written by - Zubeda Kasim Ali, Canada

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Abstract

In an increasingly globalized world, English language proficiency is crucial for accessing international opportunities in business, education, and diplomacy. For underdeveloped countries, enhancing English education represents both a challenge and a potential catalyst for socioeconomic advancement. This paper examines the challenges hindering effective English language instruction in these regions, proposes principles for context-sensitive curriculum development, and analyzes successful case studies. Special focus is given to an initiative in northern Pakistan to illustrate localized strategies. Recommendations are provided to promote sustainable and inclusive English language education frameworks.

Introduction

English serves as the lingua franca in international communication, science, and commerce. For underdeveloped countries, acquiring English proficiency can offer access to global markets, academic resources,  Continue Reading →

Categories:
ESL, Research
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From virtual to reality: Assessing the transferability of language skills acquired through VR


Written by - Sharifunnessa, Canada

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Virtual reality (VR) has emerged as a powerful tool in language education, offering immersive environments that simulate real-life communication scenarios. Unlike traditional classroom methods, VR allows learners to interact with target language speakers, navigate culturally rich settings, and respond to authentic language cues—all within a controlled, engaging space. While the technology shows promise for enhancing vocabulary, pronunciation, and conversational fluency, a key question remains: Do the skills developed in virtual settings translate effectively to real-world communication?

In this article, I explore the impact of VR-based language learning beyond the digital experience. It examines how learners apply VR-acquired language skills in everyday situations, considering factors such as confidence, accuracy, and cultural competence. By analyzing recent studies and learner experiences,  Continue Reading →

Categories:
ESL
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Empowering non-native English-speaking teachers in Ontario: Challenges and opportunities


Written by - Isil Senturk, Canada

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*See PDF for images.

Abstract

This study examines the experiences of Ontario Certified English Language Teachers (OCELTs) who are non-native English-speaking teachers (NNESTs), using Kolb’s Experiential Learning Cycle to frame their professional strengths and challenges. Drawing on a mixed-methods approach, including surveys, interviews, and reflective journaling, the research highlights NNESTs’ unique assets, such as cultural sensitivity, empathy, multilingual skills, and shared learning experiences, which enrich their teaching in multicultural classrooms. Yet, it also reveals persistent obstacles, including discriminatory hiring practices, linguistic disconnects, and inadequate institutional support. The findings suggest that reflective practices, rooted in Kolb’s model, can empower NNESTs by fostering professional growth and resilience. The study calls for a shift in Canadian TESL (Teaching English as a Second Language) policy to value NNESTs’ pedagogical strengths,  Continue Reading →

Categories:
ESL, Experiential
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Exploratory rhetorical analysis of TESOL conference abstracts


Written by - Addison Jalbert and Ritaj Karaja, Canada

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Abstract

Discourse analysis research has previously investigated the rhetorical structure of abstracts found within empirical texts. This has been used to inform academic writing practices and instruction of English for Academic Purposes courses. More recently, this research has analysed abstracts submitted to conferences in the area of Teaching English to Speakers of Other Languages (TESOL). Research on the rhetorical structure of abstracts has utilized Swalesian rhetorical move-step analysis to figure out if they follow the models Create a Research Space (CARS; Swales, 1990) or Introduction-Methods-Results-Discussion (IMRD; Lores, 2004), finding mixed results (Kessler et al., 2014; Yoon & Casal, 2020). The current study investigated abstracts successfully accepted into a TESOL conference proceeding (KOTESOL, 2023) to continue this research using similar methods,  Continue Reading →

Categories:
Conference, EAP, ESL
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“Bringing themselves into their writing”: Centering learner voice in the age of AI


Written by - Mercedes Veselka and Mary Ott, Canada

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For images, download the pdf. 

How do I stop my students from writing with generative artificial intelligence (AI) in a way that does not reflect their thinking and their voices? This is a question we have heard from many educators in workshops that we have shared on the use of AI in writing. Often this larger question comes wrapped in concerns about plagiarism. This new technology has highlighted the urgent need to reimagine academic integrity and assessment practices (Coffey, 2024; Furze, 2024; Higgs & Stornaiuolo, 2024; Mcknight & Shipp, 2024; Merod, 2024; Payne et al., 2024; Trevithick, 2024). While we can imagine a future where AI detection software offers us the answer to all our problems,  Continue Reading →

Categories:
AI, ESL, Writing
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The magic of rapport in language teaching: A review of rapport-building strategies from in-person to virtual classrooms


Written by - Asiqur Rahman, Canada

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One of the indispensable elements of education in general, and language teaching in particular, is building good rapport in the classroom. A classroom with strong rapport promotes a learning environment through friendly relationships, trust, respect, and mental engagement between the teacher and students, as well as among students. Senior (2006) stated that the rapport teachers develop in their classes seems to them as significant as the pedagogy itself. Harmer (2015) identifies the ability to build rapport as one of the essential qualities of good teachers.  He states: “In classes with good rapport, anything is possible because the students believe their teacher is a good teacher” (p. 114). He refers to this as the magic of rapport. The interactions between teachers and their students significantly influence both the classroom environment and learning outcomes (Wang,  Continue Reading →

Categories:
EAL, ESL, Teaching
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Best practices for online or blended teaching


Written by - Marijke Geurts, Matthias Sturm, and Anita Premkumar, Canada

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Background of the project

The delivery of instruction through an online platform is becoming more popular every year. While students are taking advantage of the convenience provided by online instruction, their teachers are grappling with how to engage students and approximate more closely the ambiance of a traditional classroom, which is still the most familiar environment for many.  For many learners, online classes are places to learn at their own time and pace, where automated activities provide immediate feedback and learning. For many teachers, questions around assessment validity in an online environment are issues of concern.

Most language classes provided in the Language Instruction for Newcomers to Canada (LINC) program have the capability for learners and instructors to be online so that both can benefit from the affordances of synchronous and blended learning and teaching,  Continue Reading →

Categories:
Blended Learning, EAL, ESL, online, Online teaching
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Exploring code-switching in Persian-English bilingual children: Lessons for language educators


Written by - Zohreh Salaribaghsangani, Canada

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Abstract

Code-switching, a common phenomenon among bilinguals, serves as a strategic tool for effective communication rather than a reflection of linguistic inadequacy. This article examines code-switching among Persian-English bilingual children during storytelling, shedding light on its triggers, cultural implications, and relevance to language education. By leveraging findings from qualitative research, it offers practical strategies for integrating bilingual pedagogies into English Language Teaching (ELT). These approaches not only enhance linguistic competence but also foster cultural inclusivity, aligning with TESL Ontario’s commitment to equitable and innovative language instruction.

Keywords: Code-switching, bilingualism, Persian-English learners, TESL Ontario, cultural identity, ELT strategies

Ethical considerations

This study was conducted in compliance with ethical guidelines, including approval from Brock University.  Continue Reading →

Categories:
ESL, Identity, Language
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The linguistic competition and other sports


Written by - Diana Lombardi, Canada

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Fencing

The linguistic competition is what I like to refer to as fencing. The first round of fencing commences, and you are speared by the sword of your competitor. That sword is the primary language and the secondary language. In this case, English represents your sword that failed to draw in time. Your opponent wins, and the primary language scores a point. Your secondary language stood no chance, and you had no time to make contact with your opponent. The question is, how do we defend ourselves from this situation? And how can we use our own sword in such a way that it overtakes our opponent? There is overwhelming evidence that both languages in a bilingual’s repertoire are always active to some extent,  Continue Reading →

Categories:
ESL, Other, Reflection
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Navigating language and life: Supporting immigrant learners in their ESL journey


Written by - Tetiana Yaremchuk, Canada

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I came to Canada in June 2022 as an immigrant because of the conflict in Ukraine, so I know directly how difficult it is to start over in a new country. I currently teach English as an additional language (EAL) to adult immigrants at ISANS, mostly dealing with students at Canadian Language Benchmarks (CLB) levels 1 through 3. I have almost ten years of experience teaching high school students in Ukraine.

Teaching low-level students from a variety of backgrounds necessitates a thorough comprehension of their requirements and difficulties. In accordance with the CLB, ISANS uses the Portfolio-Based Language Assessment (PBLA) approach. This method guarantees that classes centre on useful, real-world tasks, enabling students to confidently navigate their new surroundings.  Continue Reading →

Categories:
EAL, ESL, Identity
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Gamified ADDIE for LINC instruction


Written by - Brittany Hack, Canada

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Under ideal circumstances, every LINC instructor would be trained with the skills and know-how of an instructional designer. But as the pandemic taught us, instructors are often left to struggle on their own and do their utmost to engage their learners. But there is one simple rule that can be borrowed from this profession—a design process known as ADDIE. And when used in conjunction with gamification, it can simultaneously simplify, energize, and revolutionize your students.

This article will discuss a very brief overview of the ADDIE Model, how ADDIE maps onto LINC, PBLA, and Can Do statements, and how (by following ADDIE design process) gamification can meet the CLB and Can Do statements in an engaging way.  Continue Reading →

Categories:
ESL, LINC, Technology
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Beyond the classroom: Real-life impact of task-based language teaching for newcomers


Written by - Betul Ozer Budak, Canada

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As a LINC instructor at the Ottawa-Carleton District School Board (OCDSB), teaching Canadian Language Benchmark (CLB) levels 3 and 4, I have witnessed firsthand the transformative impact of task-based language teaching (TBLT) on my students. Working with newcomers to Canada, many of whom are adjusting to a new culture, language, and environment, I have found that practical, real-world tasks significantly enhance their language acquisition, engagement, and confidence. This approach not only improves their linguistic skills but also empowers them to navigate their daily lives more effectively.

Why task-based learning wins

Adult learners, especially those in LINC programs, need to know why they are learning what they are learning. Lessons must have direct applications to their everyday lives,  Continue Reading →

Categories:
ESL, pedagogy, Reflection
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