Spotlight — Jennifer Hutchison


Written by - An interview with Jennifer Hutchison

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Your blog post, Why We Need to Keep Our ESL Departments Open, struck a chord with many people. How has this situation affected you? What can people do?

How has the closure affected me? Well, I’m sad because I love the school and I love teaching EAP. There are few jobs as gratifying as this one, where you get to work with students from all over the world and can genuinely see the difference you make to their lives.

And I feel sick for my colleagues. Some permanent instructors successfully filed grievances and were able to transfer to the Communications department. But remember that they are leaving the field that they love and have built their careers on.  Continue Reading →

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Interview, Spotlight
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“Bringing themselves into their writing”: Centering learner voice in the age of AI


Written by - Mercedes Veselka and Mary Ott, Canada

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How do I stop my students from writing with generative artificial intelligence (AI) in a way that does not reflect their thinking and their voices? This is a question we have heard from many educators in workshops that we have shared on the use of AI in writing. Often this larger question comes wrapped in concerns about plagiarism. This new technology has highlighted the urgent need to reimagine academic integrity and assessment practices (Coffey, 2024; Furze, 2024; Higgs & Stornaiuolo, 2024; Mcknight & Shipp, 2024; Merod, 2024; Payne et al., 2024; Trevithick, 2024). While we can imagine a future where AI detection software offers us the answer to all our problems,  Continue Reading →

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AI, ESL, Writing
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Applying the Four Strands Framework in LINC classrooms


Written by - Juyeon Lee, Canada

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Teaching the foundation: Reflections from a LINC practicum experience

During my three-week teaching practicum in Ottawa, I had the unique opportunity to work with LINC (Language Instruction for Newcomers to Canada) Foundation 1 level students. The experience was both challenging and eye-opening, as it required adapting to the needs of learners who had little to no prior formal education. For many, this program marked their first experience with holding a pencil, recognizing numbers, or learning to write.

These students faced the dual challenge of acquiring English while also developing basic literacy skills, often for the first time. Teaching even simple words like safety proved difficult, as many of them had not learned to read or write in their native language.  Continue Reading →

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LINC
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The magic of rapport in language teaching: A review of rapport-building strategies from in-person to virtual classrooms


Written by - Asiqur Rahman, Canada

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One of the indispensable elements of education in general, and language teaching in particular, is building good rapport in the classroom. A classroom with strong rapport promotes a learning environment through friendly relationships, trust, respect, and mental engagement between the teacher and students, as well as among students. Senior (2006) stated that the rapport teachers develop in their classes seems to them as significant as the pedagogy itself. Harmer (2015) identifies the ability to build rapport as one of the essential qualities of good teachers.  He states: “In classes with good rapport, anything is possible because the students believe their teacher is a good teacher” (p. 114). He refers to this as the magic of rapport. The interactions between teachers and their students significantly influence both the classroom environment and learning outcomes (Wang,  Continue Reading →

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EAL, ESL, Teaching
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Best practices for online or blended teaching


Written by - Marijke Geurts, Matthias Sturm, and Anita Premkumar, Canada

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Background of the project

The delivery of instruction through an online platform is becoming more popular every year. While students are taking advantage of the convenience provided by online instruction, their teachers are grappling with how to engage students and approximate more closely the ambiance of a traditional classroom, which is still the most familiar environment for many.  For many learners, online classes are places to learn at their own time and pace, where automated activities provide immediate feedback and learning. For many teachers, questions around assessment validity in an online environment are issues of concern.

Most language classes provided in the Language Instruction for Newcomers to Canada (LINC) program have the capability for learners and instructors to be online so that both can benefit from the affordances of synchronous and blended learning and teaching,  Continue Reading →

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Blended Learning, EAL, ESL, online, Online teaching
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Exploring code-switching in Persian-English bilingual children: Lessons for language educators


Written by - Zohreh Salaribaghsangani, Canada

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Abstract

Code-switching, a common phenomenon among bilinguals, serves as a strategic tool for effective communication rather than a reflection of linguistic inadequacy. This article examines code-switching among Persian-English bilingual children during storytelling, shedding light on its triggers, cultural implications, and relevance to language education. By leveraging findings from qualitative research, it offers practical strategies for integrating bilingual pedagogies into English Language Teaching (ELT). These approaches not only enhance linguistic competence but also foster cultural inclusivity, aligning with TESL Ontario’s commitment to equitable and innovative language instruction.

Keywords: Code-switching, bilingualism, Persian-English learners, TESL Ontario, cultural identity, ELT strategies

Ethical considerations

This study was conducted in compliance with ethical guidelines, including approval from Brock University.  Continue Reading →

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ESL, Identity, Language
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The linguistic competition and other sports


Written by - Diana Lombardi, Canada

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Fencing

The linguistic competition is what I like to refer to as fencing. The first round of fencing commences, and you are speared by the sword of your competitor. That sword is the primary language and the secondary language. In this case, English represents your sword that failed to draw in time. Your opponent wins, and the primary language scores a point. Your secondary language stood no chance, and you had no time to make contact with your opponent. The question is, how do we defend ourselves from this situation? And how can we use our own sword in such a way that it overtakes our opponent? There is overwhelming evidence that both languages in a bilingual’s repertoire are always active to some extent,  Continue Reading →

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ESL, Other, Reflection
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Navigating language and life: Supporting immigrant learners in their ESL journey


Written by - Tetiana Yaremchuk, Canada

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I came to Canada in June 2022 as an immigrant because of the conflict in Ukraine, so I know directly how difficult it is to start over in a new country. I currently teach English as an additional language (EAL) to adult immigrants at ISANS, mostly dealing with students at Canadian Language Benchmarks (CLB) levels 1 through 3. I have almost ten years of experience teaching high school students in Ukraine.

Teaching low-level students from a variety of backgrounds necessitates a thorough comprehension of their requirements and difficulties. In accordance with the CLB, ISANS uses the Portfolio-Based Language Assessment (PBLA) approach. This method guarantees that classes centre on useful, real-world tasks, enabling students to confidently navigate their new surroundings.  Continue Reading →

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EAL, ESL, Identity
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Spotlight — Kurt Strachan


Written by - An interview with Kurt Strachan

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Kurt, thank you for taking the time to tell us more about the multi-faceted work you do. But to start, who would you say Kurt Strachan is?

Well first, I want to thank you again Nicola for reaching out and inviting me to join you in this discussion. I really appreciate this opportunity to share a bit of my journey and hope that its helpful to others.

Who is Kurt Strachan? I’d say I’m someone who thinks of others, enjoys finding solutions or at least providing options that help. Being a Program Officer for the last two years has been a good fit for me because it has allowed me to collaborate, contribute to, problem solve,  Continue Reading →

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Spotlight
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Is AI the future of language Education?


Written by - Ken Beatty, Canada

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Introduction

The role of artificial intelligence (AI) in education is rapidly evolving, positioning itself as a transformative force with immense potential to shape teaching and learning practices. Just as calculators and computers revolutionized mathematics and science, generative artificial intelligence (GenAI) tools are poised to become integral to writing and other aspects of education (Meakin, 2024).

The rise of artificial intelligence

The past few years have witnessed explosive growth in AI tools across various domains, including language teaching and learning. These tools leverage advanced algorithms to assist with tasks ranging from content generation to personalized learning experiences. According to Fisher (2023), large language models (LLMs) are trained on extensive datasets of text and code,  Continue Reading →

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AI, Conference
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From traditional to transformative: The evolution of HyFlex at Caledon Community Services


Written by - Art Rekhtin, Suma Balagopal, & Gurimandeep Kaur, Canada

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In the spring of 2020, as the world reeled from the rapid shift to online learning, Caledon Community Services (CCS) embarked on a journey to redefine its approach to language education for newcomers. What began as an urgent response to a global crisis evolved into the HyFlex model—a sustainable, flexible, and inclusive learning framework. This paper outlines CCS’s transition from traditional in-person instruction to HyFlex, exploring its challenges, successes, and best practices while offering insights into its transformative impact on accessible education.

The sudden disruption caused by the COVID-19 pandemic forced educators worldwide to rethink traditional teaching methodologies. For CCS, the shift was not only about adopting new tools but also about reimagining education to better serve its diverse newcomer community.  Continue Reading →

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Conference, Hybrid
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Enhancing ESL learners’ productive vocabulary through multimedia solutions


Written by - Hala M. Bastawros, Canada

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Abstract

This qualitative embedded case study aims to examine how applying multimedia theories in online courses can enhance vocabulary acquisition, retention, and production among adult English as a Second Language (ESL) learners at a non-profit organization in Ontario, Canada. Guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML), the study probes how ESL learners can transfer, retain, and produce new vocabulary more effectively. Data collection involves criterion sampling and analysis through MaxQDA, encompassing physical artifacts, personal interviews, and online questionnaires. The findings underscore integrating multimedia elements’ efficacy in facilitating new vocabulary retention and production. The study underscores the pivotal link between vocabulary acquisition, communication skills, and the integration of multimedia principles in online education.  Continue Reading →

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Conference, Technology, Vocabulary
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