Category Archives: Experiential

Using explicit instruction in genre-based pedagogy in L2 writing: A personal insight

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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 →

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Differentiated instruction in English language teaching: Insights into the implementation of Raza’s teaching adaptation model in Canadian ESL

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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 →

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The Application of Kolb’s Experiential Learning Model in a Business English Program

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The article introduces the application of Kolb’s Experiential Learning Model (1984) in a four-week Business English program at the University of Guelph. The authors explore how the stages of Kolb’s experiential model informed the design of experiential activities in a Business English program. In addition, the authors discuss how experiential learning contributes to raising students’ language proficiency and cultural awareness and to furthering understanding of business concepts studied in class. The article concludes with the description of some challenges of the application of the model as identified by the students and the teachers, as well as highlights pedagogical implications of the use of the experiential learning model in a second language classroom.

 

Experiential learning is an important component in higher education learning models found in co-ops,  Continue Reading →

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Can Sociodramatic Play Enhance Second Language Development?

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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 →

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