The twentieth century was marked by the publication of a plethora of books on new methods and approaches to teaching English as a second or foreign language, few of which were based on empirically tested claims (Richards & Rodgers, 2001). Pronunciation instruction is perhaps the area of ELT that is most lacking in empirical studies to support its practices, with calls for research to investigate its effects and efficacy constantly made by ELT and second language acquisition specialists (Derwing & Munro, 2005). The recent resurgence in the interest for pronunciation has led to a small increase in the number of experimental studies being conducted on the subject. However, research is still limited to how teaching pronunciation affects learners’ spoken production, Continue Reading →
This paper is to illuminate how action research can be used as a praxis to shape teaching as a constant transformative practice in English language teaching (ELT). I will offer a synthesis on what action research is, how professionals have used it in practice, and why action research is a vigorous and enlightening tool for ELT practitioners and teacher educators for their transformative knowledge (re)building process despite some criticisms. Then, I will briefly exemplify two action research projects that I have conducted with different colleagues in different settings.
“The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. Continue Reading →
Language learners’ (L2) knowledge about their own learning (also known as metacognitive knowledge) enhances with learners’ acquisition of metacognitive skills and successful applications of metacognitive strategies. In these contexts, L2 teachers’ knowledge about teaching is quite opposite to “abstract, decontextualized” knowledge, which results in executing “a set of discrete behaviour” (Freeman & Johnson, 1996, p. 400). Similar to the learners, as Freeman and Johnson (1996) argue, the way “teachers actually use their knowledge in classrooms is highly interpretive, socially negotiated, and continually restructured within the classrooms and schools where teachers work” (p. 400). Therefore, language teachers’ knowledge of metacognition needs to be improved and applied in their instruction and classroom environment which eventually encourages and guides learners’ metacognitive behaviors in L2 learning. Continue Reading →
The objective of this research study was to analyze B.A. students’ writers’ identity based on their narratives. The theory for this research was based on the poststructuralist perspective of identity and on theoretical concepts for personal narratives. For the methodology, the Case Study approach was taken into account. Students argued that a writer creates stories and contexts. Hence, students see themselves as apprentices that like to write, but not as writers. For the participants, there is a difference between a teacher that writes and a writer, and also none of the participants mentioned academic texts as writing. For them, writing is related to tales, poetry, and fiction.
El objetivo de este estudio fue el de analizar la identidad como escritores de estudiantes de licenciatura en idiomas con base en sus narrativas. Continue Reading →
This article gives account of the pedagogical interplay that CLIL could have as an educational approach within a pre-selected undergraduate group of International Business students. It presents a proposal that considers the importance of providing learners with an embedded, functional and curricular model, in which languages and content interrelate simultaneously. In the same line of thought, it suggests a set of materials and resources which could be applied according to particular educational settings, and puts forward a five-step elemental procedure to follow, along with guidelines for teachers to implement CLIL within their university classes.
Colombian traditional education models have been immersed within our society for many decades up to now. Features such as memory, Continue Reading →
There is a lot of research that supports the idea of teaching culture in the foreign language classroom. One reason why it is a good idea to incorporate culture into language learning is that it provides students with intrinsic motivation to study the language by creating a positive learning environment through the integration of language and culture (Engh, 2013). Another reason is that socio-cultural competence enhances linguistic competence and makes it easier for learners to understand the language and become better communicators (Arevalo, 2010). They are better able to understand the subtle differences in intercultural norms between socio-cultural groups and make connections to their own culture, which in turn helps avoid stereotypes and build stronger relationships with other cultures (Byram, Continue Reading →
L2 Vocabulary Teaching in a Multilingual Canada
Words are not isolated units of a language: they are components of a larger interconnected system that allow second language (L2) learners to access other components in that system (Nation, 2013). For example, knowing a word is systematically linked to knowing its spelling and pronunciation. Indeed, vocabulary proficiency has even been shown to predict post-secondary English as a Second Language (ESL) students’ reading ability, as well as their capacity to read on their own (Laufer & Ravenhorst-Kalovski, 2010). As such, the development of L2 learners’ vocabulary knowledge intuitively equates to the overall development of their L2 competencies.
While there are many different techniques that can be applied in the L2 classroom to raise students’ vocabulary competencies, Continue Reading →
“Challenge is an integral part of transformative experience”; I came across this line in “Unsettling Faculty Minds: A Faculty Learning Community on Indigenization” (Yeo et al., 2019, p. 38). It resonated with me because this has been true in my life. Challenge usually precedes and instigates change, whether that change is internal or external. However, despite the momentum produced by the Truth and Reconciliation Commission (TRC) and the recent acknowledgment of the treatment of Missing and Murdered Indigenous Women as genocide, there still remains resistance among educators to answering the Truth and Reconciliation Commission’s Call to Action.
It is important to recognize that universities, including my own, the University of Toronto, have acknowledged the role they played in the erasure of Indigenous culture and the justification of cultural genocide. Continue Reading →
The internationalization and multicultural character of Canada are affecting both the content and delivery of educational and language programs. As students learn, live, and work to become global citizens, the need for programs and curricula that reflect culture and diversity will only continue to grow. An intercultural curriculum, defined as a planned program of study with intentional inclusion of culturally-diverse content and a culturally-safe learning environment that fosters cognitive and affective learning (Mestenhauser, 1983; Shenk, Moore & Davis, 2004), is suggested as a response to this need. The reasons for this are that such a curriculum engages students’ thinking, prompts reflection, and promotes dialogue about various cultural perspectives. Such curricula also facilitate students’ development of understanding and respect for their own cultures as well as others’ cultures. 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 →
This study consists of two parts. The first part is the report of two experiments carried out to see the effect of a shared first language (L1) on second language (L2) intelligibility. The concern of the investigation was specifically pronunciation and phonological factors. The second part deals with pronunciation errors of Mandarin and Vietnamese speakers that are motivated by their respective phonological systems, thus providing help with designing pronunciation teaching materials.
The study was started with the following research question: Do English learners understand each other better in English when they share the same first language? This L1 effect is sometimes referred to as Interlanguage Speech Intelligibility Benefit (Bent & Bradlow 2003) and it is not a new question, Continue Reading →