Category Archives: ESL

Open Educational Resources for inclusive language


Written by - Anh Le-Noronha, Canada

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Introduction: Why inclusive language education matters

Language education increasingly takes place in classrooms characterized by linguistic, cultural, and cognitive diversity. Learners bring varied educational backgrounds, lived experiences, and ways of processing information. Neurodiverse and plurilingual learners are not exceptions within contemporary language programs. They are central participants whose needs challenge instructional models that rely heavily on fixed textbooks, standardized pacing, and uniform assessment practices. When materials and learning activities lack flexibility, learners may encounter barriers to access, engagement, and meaningful participation.

Open Educational Resources (OER) offer a promising pathway toward more inclusive language education. OER are teaching and learning materials that are freely available and openly licensed, allowing educators to use, adapt, and share them.  Continue Reading →

Categories:
EAL, ESL, Language
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See it, feel it, move it, read it: Reading with all your senses for adult EAL learners


Written by - Heidi Brooks, Canada

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Introduction

Ahmed was a highly motivated upper literacy student with fewer than six years’ education in his first language. He had good attendance and a positive attitude about school and learning.  His speaking and listening skills were strong, and he communicated effectively. At the time, Ahmed was employed at a local pizza shop, and his goal was to get his Canadian citizenship and open a family business.

I first met Ahmed when his teacher referred him for reading support. She observed him struggling to read basic CVC words—single-syllable three-phoneme (sound) word that follows the pattern of consonant sound, vowel sound, consonant sound. He had trouble distinguishing words like pat and pit,  Continue Reading →

Categories:
ESL, Experiential, Reading
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HyFlex LINC literacy: Challenges and successes


Written by - Javeria Rebaz and Rowan Lomas, Canada

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Literacy instruction in the context of Language Instruction for Newcomers to Canada has traditionally been conducted exclusively in physical classrooms, with paper and pencil, worksheets, binders, notebooks, and perhaps the weekly Computer-Assisted Language Learning lesson in an on-site computer lab. The thought of teaching English to students who may have little to no schooling, reading, or writing skills in even their first language in an online setting seemed a remarkably daunting task, and still does to many in the field. “Wait, what, how?” is a common refrain when the topic of virtual Literacy instruction comes up at industry events. As noted in Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program (IRCC, 2011), for the most part,  Continue Reading →

Categories:
ESL, LINC
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TESL Ontario 2025 Report


Written by - Stephanie Kinzie, Canada

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Abstract

This report summarizes key findings of TESL Ontario’s 2025 member survey. As in past surveys, a representative sample of TESL Ontario members shared data about their personal and professional situations as well as perspectives on services for members. Respondents reported employment in a broad spectrum of roles both in Canada and abroad, and they used TESL Ontario’s PD offerings and affiliate Chapters to connect and engage in professionalization. Finding and maintaining stable employment was a key concern due to recent changes in immigration policy and ongoing concerns with funding. Opportunities for TESL Ontario to support members include increasing advocacy efforts; providing access to research, employment, and professional resources; and pursuing a wider range of member benefits.  Continue Reading →

Categories:
EAL, EAP, ESL
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Best practices for supporting rapid language acquisition


Written by - Elena Kapshutar, Canada

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Introduction

Rapid progress in additional or foreign language learning, especially among adult learners, is often portrayed as rare or even accidental (Birdsong, 1999; Lengyel & Singleton, 1995). Some individuals appear to acquire a new language with surprising ease, while others struggle despite equal or greater effort. From a teaching perspective, however, this phenomenon is neither mysterious nor dependent on innate talent. Rapid acquisition occurs when learners engage with language in consistent, structured, and cognitively challenging ways, in other words, in conditions that educators can design and sustain.

Over fifteen years of working with adult learners, international students, professional language users, and teacher trainees, I have observed recurring patterns that accelerate progress. Six interconnected practices appear consistently effective: balancing extensive and intensive input;  Continue Reading →

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EAL, ESL, Language
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Fail better: Lessons from practicum


Written by - Maggie Wang, Canada

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“Try again. Fail again. Fail better.”

This phrase has been my personal motto for years. By the time I began my TESL practicum, I already believed that mistakes were not a sign of failure but a sign of learning in motion. I wanted my students to see that each stumble was a step forward.

During my placements, one in person at Malton Neighbourhood Services, and one online at the Welland Heritage Council, I carried this belief into my lessons. These were my very first times standing at the front of the classroom as the teacher. I thought I knew what it meant to welcome mistakes. What I did not realize was how hard it would be to extend that same grace to myself.  Continue Reading →

Categories:
ESL
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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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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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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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