Even though there has been a growing interest in teacher professional development (TPD) on the part of educational researchers and practitioners in the last decade, research on English as Second Language (ESL) teachers’ perceptions of mandatory professional development at private language centers (visa schools) remains fragmented and scarce. In the Canadian context, particularly in Ontario, initiatives for a sustainable, practical, and professional teacher development, whose target is to curtail teacher attrition and strengthen teachers’ professional profiles, remain random and without a proper practical application. The Ontario Ministry of Education sets standards and creates policies that concern public schools; the district school boards stipulate sets of policies to be implemented in their schools, too. Language Instruction for Newcomers to Canada (LINC) is a government-funded program that employs teachers with a TESL Ontario certification, Continue Reading →
“Self-care is not selfish. You cannot serve from an empty vessel”. -Eleanor Brownn
Teaching is a profession that requires giving of one’s self to make a difference for students. The chronic use of empathy and depletion of emotional resources are strongly associated with emotional exhaustion and/or professional burnout (Maslach, Schaufeli & Leiter, 2001). Also, challenges such as student behaviour, precarious work, multiple workloads or administrative responsibilities can add to the pressures of this demanding profession.
There is a growing interest in the area of student well-being but everyone must flourish, including students, teachers, and administrative staff. Research studies suggest that learning happens best when teachers and their students are well but the added benefit is that as teachers flourish, Continue Reading →
The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for PBLA and that the results of research did not support the introduction of PBLA. I also found that PBLA is neither standardized nor portfolio-based as claimed. It is costlier, more time-consuming, and appears to have more teacher pushback than the approach it replaced. Regardless, there is no evidence that the LINC program has improved students’ language skills before or after the implementation of PBLA
In 2010, Continue Reading →
Students are very often encouraged to engage in self-assessment in the belief that this allows them to take ownership of their learning and contributes to the development of learner autonomy. Similar arguments apply to teacher self-assessment: by reflecting systematically on their competences, language teachers can become more aware of their strengths and weaknesses and take more responsibility for their own professional development. In recognition of its value, teacher self-assessment is promoted in several education systems around the world; for example, the General Teaching Council for Scotland offers teachers a tool called a self-evaluation wheel. In other educational systems, such as Chile, teacher self-assessment is a formal component of teacher evaluation. In recent years, a number of frameworks have emerged which can support the use of self-assessment specifically for language teachers. Continue Reading →
What racial identity do you need in order to be considered a competent English language teacher? This question may seem absurd because race seemingly has nothing to do with one’s ability in English language teaching (ELT). However, in a small study examining the experiences of 10 teachers of colour looking for work in various private language schools in Toronto, Canada (see Ramjattan, 2015), I found that these teachers came to understand from employers that being white meant that one was better qualified to teach English. Therefore, the opposite message was that people of colour lacked the competence to teach the language.
These employer sentiments do not exist in a vacuum. Rather, they should be seen as ongoing manifestations of racist, Continue Reading →
Within three years of immigrating to Canada, I was fortunate to be hired in a GTA community college teaching English for Academic Purposes (EAP). I enjoyed the camaraderie of my colleagues and students as I progressed in my new job, but I also began to experience uncomfortable incidents which propelled me on the journey towards Translingualism.
Having been born and bred in Singapore, the formal English variety I learned in school was Singapore English, which was essentially based on British English, and the informal variety I spoke at home was Singlish, a melange of English, Mandarin, Hokkien, Malay and Tamil. Therefore, I tend to pronounce words differently from Canadian English and rely heavily on the British lexicon. Continue Reading →
Acknowledgement that a struggle exists for members of any particular minority group is the easy part. How often do we see a shared news report about an injustice and think to ourselves, “That’s awful. Something should be done,” so we like the post on Facebook or maybe even share it with our friends and followers? I imagine that all of us may fall into this “slacktivism” category here and there. Going beyond this initial step can be difficult. It makes many uncomfortable. After all, action can disrupt of our way of doing things even if we know this way may not contribute to needed change for the better. Continue Reading →
Coaching is a practice that many people typically associate with sports. What does it have to do with Teaching English to Speakers of Other Languages (TESOL)? And what might it look like when used to support professional development in TESOL?
The answer to these questions starts with one’s definition of coaching. As we understand it, coaching is a customized approach to personal and professional development. Like Flaherty (2010), we view it as a set of disciplines and practices aimed at helping others “develop new capabilities, new horizons, and new worlds of opportunity for themselves and those around them” (p. xi). Not only is this a useful definition of coaching, it’s also a helpful way of framing what we try to do as language teachers. Continue Reading →
Certificate programs such as Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language (TESL) and Teaching English as a Foreign Language (TEFL) have burgeoned in our globalized world. They are usually offered and/or accredited by reputable educational institutions, such as University of Cambridge, University College London, Michigan University, as well as sanctioned by government bodies (e.g., TESL Ontario and TESL Canada in Canada, National ELT Accreditation Scheme (NEAS) in Australia, New Zealand Qualification Authorities (NZQA) in New Zealand, & Accreditation UK in the United Kingdom). These accredited programs vary enormously in their design, ranging from short certificate courses to higher education degrees. The former have historically been known as teacher training courses, with the British ELT industry as a pioneer in the field, Continue Reading →
If you are a TESL Ontario member, you have a new designation to add to your name. The Ontario Certified English Language Teacher (OCELT) designation has been awarded to all TESL Ontario accredited members in good standing. It is intended to be a symbol of professionalism in adult language education. But what exactly does this mean for ESL teachers and their careers?
Professional licensure and any accompanying professional designations have two main purposes: first, those within the profession may be able to use them to extract economic rents (payment in excess of the minimum required to provide the service) by limiting the competition and increasing their perceived quality,1 and second, employers and consumers may be able to reduce search costs and risk. Continue Reading →
Whenever I talk about Indigenization, I recognize that it’s often customary, in an Indigenous paradigm, to ‘situate’ myself in the work (Wilson, 2009)—I might talk about where I’m from, or my family, but I’ll give you the Coles Notes version. I’m originally from Newfoundland, traditional territory of the extinct Beothuk people. I grew up in Nova Scotia on the edge of a Mi’kmaq community; the Mi’kmaq are considered the founding people of Nova Scotia and are one of the signatory nations to the Peace and Friendship Treaties of that area. I’m living in Treaty 6 territory, which is a traditional gathering place for diverse Indigenous peoples; the Indigenous peoples of the Cree, Nakota Sioux, Dene, Blackfoot, Tsuu-t’ina, Iroquois, Ojibway, Continue Reading →
Since late 2015, the Kingston area has welcomed more than 100 privately sponsored refugees (PSRs), mostly from Syria and Eritrea. TESL Kingston has been involved in this community effort as a link between local ESL/LINC programs and a provider of professional development. In February 2016, TESL Kingston hosted a workshop on refugee mental health and its impact on education and settlement. As a follow-up in May 2017, the affiliate chapter presented a panel of local sponsors reflecting on the successes, surprises and challenges after a year of private refugee sponsorship.1
The three-member panel featured a representative of the Frontenac Refugee Support Group, a community sponsorship group which partnered with the First Baptist Church, and representatives from two groups under Anglican Diocese of Ontario Refugee Support (DOORS): The Sanctuary Project, Continue Reading →