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 →
For decades, writing and writing instruction have often been viewed from a learning-to-write perspective; within this perspective, writing should be taught when students’ second language (L2) development is sufficiently settled. Recent research, however, shows that writing has a major role in promoting L2 development; from this writing-to-learn perspective, writing is seen as a tool for language learning (Manchón, 2011) that allows L2 learners to integrate new knowledge, test hypotheses, and automatize knowledge (Williams, 2012). Also, within this perspective corrective feedback (CF) provided by teachers facilitates language learning (Bitchener & Ferris, 2012).
Corrective feedback is defined as any indication to the learners that their use of the target language is incorrect (Lightbown & Spada, 2013). In writing, CF is concerned with incorrect grammatical or lexical use of the target language, Continue Reading →
The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada, Continue Reading →
As a grade-one teacher in a Toronto inner city elementary school for over 30 years, I have had the privilege of teaching a wide range of second language learners with a variety of different L1s. Most of these young learners were in the emergent writing stage. Emergent writing is a developmental stage of writing that all young L1 and L2 writers pass through. Emergent writers are beginning to understand that print carries a message and they may be familiar with many concepts about print simply from living in a print rich environment (Clay, 1988). These writers may use pictures, single letters to represent words, and inventive spelling to communicate their messages. Literacy acquisition in an L2 is a highly complex process, Continue Reading →
“But I did everything you said and my grade is still low…” If you teach writing in an ESL or EAP class is quite likely that you routinely have a handful of students expressing their disappointment at the grades they receive. Teaching academic writing is of particular interest in my teaching setting, an EAP language program for international students who intend to pursue a masters in Education. While process writing is reinforced in my course, I often find that my students are feeling ineffective and frustrated with their writing progress. In order to help them develop their writing skills and nurture their confidence as writers I started using dynamic assessment (DA). In this article, I will try to define what dynamic assessment is and provide a model that could be easily adapted to any level. Continue Reading →
Before I became an English teacher, I was a freelance journalist and a publicist. I wrote almost every day, almost always for publication. I remember working in a newsroom full of reporters, most of them muttering to themselves at their computers as they composed their stories. They would write a sentence, read it aloud, and alter it—or not.
In the classroom, I’d advise my students to read their writing aloud to themselves as they drafted, edited and proofread because that was what I’d learned by observing the professional writers around me. My students, however, were resistant. They thought it was downright crazy to talk out loud to themselves; they believed they could edit perfectly adequately by doing so silently, in their heads; or else they wrote assignments the night before the due date without ever editing their work. Continue Reading →