Tag Archives: teaching

Benefits and challenges of a hybrid flexible EAP Program

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Introduction
The COVID-19 Pandemic caused changes in modes of instructional delivery in Canadian colleges and universities when many moved to fully remote classes in March 2020. Then, in September 2021, as a part of the Return to Campus Plan at the University of Guelph, the English Language Programs (ELP) pivoted to a program that combined in-person students with remote students living outside of Canada. To ensure a smooth transition and to provide a quality learning environment, the academic team needed to figure out how to teach these two groups of students by taking into consideration multiple factors, such as students’ learning needs and preferences, as well as the instructional teams’ knowledge, skills, and experience. This paper provides the learning context and rationale for the program teaching mode,  Continue Reading →

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The use of technology in the ESL classroom: A discussion

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Abstract
Over the last 20 years, technology has become a leading force in education and has consequently changed not only the resources available in the ESL classroom, but also impacted the types of decisions that teachers face when applying technology to daily lessons. Under discussion will be the results of how technology has impacted learner outcomes to date, what responsibilities school systems have to support teachers and learners in technological adoption, how and when (and when not) teachers should use different devices in the classroom, as well as a recommendation of resources to help teachers get started. Along the way, the paper will discuss some best practices, and why it is imperative that ESL learners develop technological proficiency.  Continue Reading →

Categories:
ESL, Teaching, Technology
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The emotional challenges of adult learners of English as a second language: A teacher’s reflection on a student’s temper tantrum

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This essay will explore how negative emotions of adult ESL learners can lead to educational challenges, and ultimately decrease the quality of their autonomy in their personal lives. By reflecting on and contextualizing a personal experience with an emotional student, I will analyze examples of emotional barriers and discuss how teachers can strive to understand this specific population of learners through awareness of Knowles et al.’s (2015) second andragogical principle, “a deep psychological need to be seen by others and treated by others as being capable of self-direction” (p. 44).

Knowles et al. (2015) note an unfortunately high rate of adults who drop out of learning environments . There are several psychological dynamics at play that can impact this decision,  Continue Reading →

Categories:
culture, ESL, Other, Reflection, Teaching
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Inclusive online course design: Lessons from a pandemic

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Abstract
Curriculum developers for the ESL Foundation Program at the Real Institute at Ryerson University adapted programming for in-person learning to virtual formats in response to COVID-19. An important consideration when developing the online program was the establishment of an inclusive online environment. Curriculum developers responded to challenges and fostered inclusivity through UDL, flexibility, digital tools, and demonstrating personal interest in students. Overall, a strong sense of community was achieved, and students responded positively.

Introduction
With the onset of COVID-19, language programs across the country had to shift their mode of delivery from the traditional face-to-face classroom setting to virtual learning environments. Designing a virtual learning experience in any subject area requires significant time, care,  Continue Reading →

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Make teacher reflection count!

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Abstract
Language teachers always need to develop their teaching. They continue their teacher training and professional development in different ways. Reflecting on teaching practices helps teachers to dig deeper into their teaching opportunities, challenges, and solutions. Teacher reflection helps to develop quality teaching and learning while helping to sustain teachers’ professional development as well. Language teaching is a reflective practice and a cyclical process with a series of steps.

Introduction
Teacher professional development is very important to support teaching and learning processes. To help develop teaching and learning, language teachers should refer to teaching as a reflective practice. Gnawali (2008) thinks that reflection helps teachers to “understand themselves, their practices and their learners” (p. 69).  Continue Reading →

Categories:
Other, Reflection, Teaching
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Quick tips for teaching literacy

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These tips and guidelines are meant for instructors and volunteers who are new to the field of literacy and intend to work with adult literacy learners. I have come up with these tips based on my experience with literacy students, other teachers’ experiences and observations, and also my learners’ feedback that I always consider when planning my lessons. This is based on experience teaching literacy students from diverse backgrounds and various levels of literacy.

Background
Understanding the background of literacy learners and their needs is the first step to a fruitful learning experience. Many of our literacy learners are individuals who have never been to school before, have had limited education (one to two years of schooling) in their home countries,  Continue Reading →

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How to manage expectations in online classes: Guidelines and requirements

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Abstract
Due to the COVID-19 pandemic, it has become incumbent upon teachers to transfer courses to an online environment. However, because of the abrupt transition, many in-service teachers might feel poorly prepared for this change of modality, and therefore need to have a better grasp of the expectations and requirements of an online class. This paper attempts to (1) present certain challenges students and teachers may encounter in an online environment as opposed to face-to-face classes, (2) provide relevant guidelines as well as strategies informed by the findings of previous research studies to address the issues, and (3) present a reflection checklist.

Introduction
Before the strike of the COVID-19 pandemic, online learning was considered optional,  Continue Reading →

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The role of grammar in ESL and EFL courses

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Abstract
The teaching of grammar has been a controversial issue in second and foreign languages. On the one side, one can find those who oppose teaching grammar in language courses, and on the other side, one can also find many language teachers and applied linguists who favor teaching grammar in the same said courses. This paper deals with some issues related to the teaching of grammar, how teachers should teach, and when is the best time to introduce it in second and foreign language courses. While many language courses focus on grammatical forms, other courses, such as those adhering to the communicative language teaching approach, try to exclude the explicit treatment of form from the syllabi. It is known that native speakers of any language acquire their native language without grammar explanations;  Continue Reading →

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Differentiated instruction in English language teaching: Insights into the implementation of Raza’s teaching adaptation model in Canadian ESL

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Abstract
The purpose of this article is to discuss the teaching adaptation model proposed by Raza (2018). This will be done with the support of fresh explanations and examples that show how different strategies suggested by the model can be utilized to develop and implement materials that can assist in adapting teaching strategies to English language learners’ needs in Canadian ESL classrooms. Driving their roots from significant language teaching and learning theories, the strategies included in the model are specifically relevant to language classrooms that comprise students from multilingual, multiethnic and multi-educational backgrounds. Starting with a brief introduction to the model, the article discusses the strategies in detail with the support of tasks and activities that can be used in Canadian ESL contexts to facilitate the language learning experience of diverse student population.  Continue Reading →

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Informed Use of Learner L1: Plurilingualism as a Macrostrategy for Teaching English to Speakers of Other Languages

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Abstract
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.

Introduction
Views of monolingualism, native-speakerism, and subtractive language acquisition still dominate TESOL learning and teaching contexts.  Continue Reading →

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Using Art to Incorporate Culture into the ESL Classroom

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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 →

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