Category Archives: Language

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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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 →

Categories:
EAL, ESL, Language
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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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Building bridges: Reimagining adult literacy and language education


Written by - Mercedes Veselka, Canada

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*Please see PDF for any images.

When I started teaching an adult literacy and language classroom in a small community centre, I was not prepared for the tensions and joys specific to working with adult literacy learners (ALLs). These learners were not a culturally, linguistically, or educationally homogenous group. They differed in languages, goals, cultural knowledge, and educational background. This is not an experience unique to my own context (Belzer and Pickard, 2015; Katz, 1997; Pettitt & Tarone, 2015); however, the current educational system aims to place and categorize learners not by the diversity of skills and knowledge they bring to the classroom, but by a singular deficit: their lack of reading and writing skills (Centre for Canadian Language Benchmarks,  Continue Reading →

Categories:
Conference, Language, Literacy
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Considerations for fostering students’ sense of self in the foreign language


Written by - Bruno Drighetti, Canada

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Abstract

It is a common concern among second-language (L2) learners to feel that their identity changes when speaking a foreign language compared to their mother tongue (L1). To some extent, this is a natural process and relates to the new possibilities of viewing the world offered by the new language; on the other hand, it can be an issue if learners do not feel like themselves or feel like a less interesting version of themselves, as shown in the presented analyses. In this scenario, instructors have an essential role in promoting alternatives that can contribute to the learners’ comfort in the second language and help their L1 identity show in their L2. Given the importance of this matter,  Continue Reading →

Categories:
Identity, Language
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The language I love or my love language?


Written by - Kanika Verma, Canada

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कोस-कोस पर बदले पानी, चार कोस पर वाणी (Kos-kos par badle paani, chaar kos par vaani). The English translation of this famous Hindi idiom is: In India, the taste of water changes after every mile & language after every four miles. This rhyming poetic aphorism reflects the diversity of languages and dialects in India (Narayan, 2017), where citizens experience multilingualism almost unconsciously in their daily lives. I was born and raised in India, a country of 22 scheduled languages with official status (not including English), around 400 languages spoken by a million or more people each (Gopinath, 2023), and thousands of recognized dialects and identified mother tongues. Most children are multilingual before beginning primary school,  Continue Reading →

Categories:
culture, Identity, Language
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The role of making and correcting errors in second language learning


Written by - Brian Strong & Elif Once Buyukerol, Canada

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Understanding the role of errors in second language learning is crucial for developing effective teaching strategies. Despite their frequent occurrence, errors are often viewed negatively. However, they can provide invaluable insights into the learning process and serve as potent learning tools. This discussion aims to explore how making and correcting errors can enhance second language vocabulary acquisition, offering practical implications for classroom practices. Errors and mistakes are terms often used interchangeably, but they have distinct meanings in the context of language learning. Errors are systematic and occur due to a lack of knowledge; they reflect gaps in the learner’s understanding and are often persistent. Mistakes, on the other hand, are occasional lapses that learners can self-correct when pointed out,  Continue Reading →

Categories:
Assessment, EAP, ESL, Language
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Utilizing the affordances of an AI bot to facilitate a grammar lesson in an EAP classroom


Written by - Plamen Kushkiev, Canada

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Purpose

In this article, I critically analyze the integration of an artificial intelligence (AI) bot known as Pi (Personal Intelligence), introduced by Inflection AI in May 2023. The insights and implications that I share in this essay represent my observations and reflections as an English for Academic Purposes (EAP) professor at a public college in Ontario. These are not meant to present the results of a formal study but to create a dialogic space to problematize and conceptualize the applicability of Pi as a personal assistant bot to both the professor and intermediate-level EAP learners during in-person class activities. Although the bot has also been used for pedagogical and interaction purposes in class and as part of specific home assignments,  Continue Reading →

Categories:
AI, EAP, ESL, Language
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Anxiety during the Silent Period: Anxiety of the unknown specifically for temporary and refugee claimant students


Written by - Ricardo-Martín Marroquín, Canada

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Abstract  

This article focuses on the importance of supporting all English language learners, specifically those who endure an added level of stress due to their immigration journey. In this article, I will raise awareness by pointing out the importance of not only being aware of temporary/visa/no status students but also to be more compassionate while teaching them. Moreover, recent numbers such as the number of newcomers, visa students, and study permits will be shared, and the topic of anxiety will also be discussed, with the intention to best support students who are hoping to stay in Canada but do not necessarily have the permit to do so.

 

 

The reason for this article is to promote empathy and allow for greater support for newcomers,  Continue Reading →

Categories:
ESL, Identity, Language, Refugees
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Exploring effective professional development for ESL instructors


Written by - By Mohsen Jazeb & Sepideh Sharafi, Canada & Iran

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Abstract

Professional development (PD) plays a crucial role in the success and quality of various occupations, including English as a second language (ESL) instruction. However, there is a need to understand ESL teachers’ perceptions of PD, the challenges they face, and their recommendations for enhancing the PD process. This study focuses on language schools in Ontario, Canada, where research on the efficacy of PD events for ESL instructors is limited. By utilizing a quantitative research design with a survey-based approach, data were collected from ESL teachers employed in language schools and institutions in Ontario. The findings reveal that while teachers recognize the importance of PD, there is room for improvement in terms of PD topics, activities, and program relevance.  Continue Reading →

Categories:
ESL, Language, Professional Development
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Elevating ELLs in a science classroom: Evidence-informed strategies to support language development used by a high school teacher


Written by - By Maria Zaman, Ryan Summers, & Sarah Boese-Noreen, USA

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Learning science can be a daunting task, resembling the challenge of deciphering a complex foreign language for many individuals. The intricacy stems from the incorporation of vocabulary with Latin and Greek roots, intertwined with specialized jargon that references specific concepts. This linguistic complexity often proves to be a stumbling block for learners. As a bilingual educator, my constant endeavour is to explore inventive ways to make subjects more accessible, particularly for English language learners (ELLs). In a recent undertaking, I conducted a comprehensive interview with an experienced high school teacher, delving into effective strategies for teaching science to ELLs. This endeavor sheds light on the fact that mastering science surpasses conventional language skills, such as reading,  Continue Reading →

Categories:
ESL, Language
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Spotlight — Shahriar Mirshahidi


Written by - An interview with Shahriar Mirshahidi

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Congratulations! You received the OCAD University Employee Equity Award. Talk to us a bit about that award and what it means to you.

I am deeply honored to receive the 2023 Employee Equity Award for my work as an English Language Learning Specialist at OCAD University’s English for Art & Design Program and the Writing & Learning Centre. This award highlights the importance of fostering an equitable, diverse, and inclusive learning and work environment, a mission I am passionately dedicated to. My commitment lies in empowering racialized and multilingual students by providing them with an equitable pedagogical space through amplifying their unique resources and knowledges. I advocate for translingual approaches to teaching English as an Additional Language and creating more accessible curricula that cater to multilingual students’ needs to ensure their success.  Continue Reading →

Categories:
communication, culture, Curriculum, EAL, EAP, ESL, Interview, Journal, Language, Research, Speaking, Spotlight
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