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 →
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 →
It is the final days of school, and students are getting ready for their final project. Dressed in business attire and with professionally designed posters in-hand, they march into the largest Ryerson building on Yonge St. and are about to complete their final assignment of the school year. They are nervous, yet they are ready to face their future peers, professors, and other community members.
Ryerson’s Real Institute (RRI) EAP program has recently completed its 6th year and like many programs, there are certain challenges that were faced. The program is an academic preparation program for English language learners, which runs for 8 months. The goal is to prepare students linguistically for their post-secondary studies. Like many programs, Continue Reading →