Explicit instruction technique helps to facilitate genre-based pedagogy in tertiary level L2 writing courses. This paper will focus more on pedagogical experiences rather than research and assessment perspectives. In the case of L2 teaching, explicit and implicit instruction techniques are not ‘either-or’ options, instead ‘but-also’ techniques for developing writing skills in L2. However, the decision of the focus on either of the method depends on the course context and the level of the students. This article will elaborate on how direct instruction helped in-course planning and student’s L2 writing strategy building. This paper will also highlight how using models minimized students’ knowing-doing gap, and finally, how teacher mediation and scaffolding created an opportunity for dialogue through feedback. Continue Reading →
The use of learner L1 in TESOL contexts has emerged as an effective, if controversial, teaching strategy. This strategy is validated by the notion of plurilingualism. Plurilingual practices serve a variety of classroom aims and offer a range of pedagogical and intercultural benefits. However, there are several challenges impeding the adoption and application of plurilingual pedagogy. In response to these challenges, I draw on a postmethod framework and my own teaching experiences to offer several ideas for plurilingual classroom activities, developed with Spanish and Portuguese-speaking students. A plurilingual perspective can help ESOL teachers to recognize, respect, and make use of their learners’ diverse linguistic and cultural resources.
Views of monolingualism, native-speakerism, and subtractive language acquisition still dominate TESOL learning and teaching contexts. Continue Reading →
This paper shares findings from an investigation connected to a larger research study which sought to holistically understand multilingual international students’ socio-academic and linguistic experiences at a university in Ontario. In here, the focus is placed on the students’ identity-related experiences in light of post-structuralist theory in applied linguistics. By drawing on interviews and participant-generated photography, this study seeks to link theory and experience, and to illustrate some of the complexity, diversity, and subjectivity of identity and identity-related experiences for multilingual international students for whom English is an additional language.
Canadian universities and colleges have experienced a rapid increase in the number of international students over the last decade. International students contribute to the diversification of their host academic communities in multifaceted ways. Continue Reading →