No-one will dispute that language learning is to a large extent a matter of mastering myriads of words and phrases and that it therefore relies heavily on memory. Many pedagogy- minded applied linguists concur that a word or phrase is more likely to be remembered if the learner consciously “engages” with it in one way or another (Schmitt, 2008). This, then, raises the question of what kinds of cognitive engagement with lexical items are relatively fruitful, and how teachers (or materials writers) can prompt students to give these a try. This article considers a handful of proposals for stimulating engagement with words and phrases that are in broad agreement with a school of thought known as Cognitive Linguistics.
Cognitive Linguistics (CL) emerged in the 1980s as an alternative to the then dominant Chomskyan-style descriptions of language, Continue Reading →
A review of the framework and its writing continua
Given the current increased presence of English Language Learners (ELLs) in our Ontario elementary and secondary classrooms, teachers are faced with a challenging task of assessing each student’s language ability, placing students in suitable programs, and tracking progress. The Steps To English Proficiency is a tool developed by the Ministry of Education, team of educators, and experts in assessment and content that will support classroom teachers to make appropriate decisions and continue to track their students’ performance in order to make the most suitable choices for their students. This article will specifically review the writing portion of the framework and hopes to provide insight to teachers who may be interested to adopt this framework by highlighting the strengths and weaknesses of this framework. Continue Reading →
Foreigners living in 1920s Shanghai apparently counselled new arrivals that “those who learn Chinese go mad” (Kane, 2006, p. 17). Certainly there has been a long tradition of outsiders looking on the Chinese language as a confusing mass of chicken-scratch writing and syncopated bursts of rhyming syllables. In turn, Chinese people themselves were often portrayed by Westerners as aloof, inscrutable and incomprehensible to outsiders. The reasons for surmounting such racist representations are pressing for both English- speaking students of Chinese and teachers of English to Chinese, particularly in light of the crucial role China will play on the global stage in the twenty-first century. With this in mind, this article provides a general overview of Mandarin Chinese geared towards teachers and students who have had limited exposure to the language. Continue Reading →