Spotlight — Nancy Van Dorp


Written by - An interview with Nancy Van Dorp

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Thank you for taking the time for this interview, Nancy! For those that don’t have the pleasure of knowing you, tell them a little about yourself.

Thanks, Nicola.

I’ve been involved in the LINC and ESL sectors since 2010, and started working as a consultant with New Language Solutions in 2011. New Language Solutions is a non-profit that is funded federally by IRCC and in Ontario by MLITSD.  We develop, teach, and support the English language learning sector through Avenue.ca and the LearnIT2teach platforms. NLS also develops and hosts the open-access CanAvenue.ca platform.

I have just moved into the role of Manager of Distributed Learning for NLS. I have also worked for Sheridan College for more than 15 years—teaching a partial load in the Applied Computing and Business departments.  Continue Reading →

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Interview, Spotlight
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Task-based language teaching and English for Academic Purposes: Challenges and effectiveness


Written by - Md. Morshedul Alam, Bangladesh

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This paper deals with the implementation of the Task-based Language Teaching (TBLT) method to develop English competency in the English for Academic Purposes (EAP) course at Carleton University, Ottawa, Canada. Students from non-English-speaking backgrounds commonly enroll in EAP programs, which are intended to satisfy postsecondary English language proficiency requirements, as a means of pursuing higher education. TBLT has been growing in momentum in Canada, New Zealand, Hong Kong, India, and Vietnam since the 1980s as part of the communicative agenda and has drawn the attention of the educators, curriculum designers, policy makers, SLA researchers, and textbook writers. The method of TBLT is essentially a learner-centered and experiential pedagogical approach, which stands in contrast to more traditional approaches to language pedagogy like presentation,  Continue Reading →

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EAP
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Bridging the language gap: Challenges and opportunities for English education in underdeveloped countries


Written by - Zubeda Kasim Ali, Canada

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Abstract

In an increasingly globalized world, English language proficiency is crucial for accessing international opportunities in business, education, and diplomacy. For underdeveloped countries, enhancing English education represents both a challenge and a potential catalyst for socioeconomic advancement. This paper examines the challenges hindering effective English language instruction in these regions, proposes principles for context-sensitive curriculum development, and analyzes successful case studies. Special focus is given to an initiative in northern Pakistan to illustrate localized strategies. Recommendations are provided to promote sustainable and inclusive English language education frameworks.

Introduction

English serves as the lingua franca in international communication, science, and commerce. For underdeveloped countries, acquiring English proficiency can offer access to global markets, academic resources,  Continue Reading →

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ESL, Research
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From virtual to reality: Assessing the transferability of language skills acquired through VR


Written by - Sharifunnessa, Canada

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Virtual reality (VR) has emerged as a powerful tool in language education, offering immersive environments that simulate real-life communication scenarios. Unlike traditional classroom methods, VR allows learners to interact with target language speakers, navigate culturally rich settings, and respond to authentic language cues—all within a controlled, engaging space. While the technology shows promise for enhancing vocabulary, pronunciation, and conversational fluency, a key question remains: Do the skills developed in virtual settings translate effectively to real-world communication?

In this article, I explore the impact of VR-based language learning beyond the digital experience. It examines how learners apply VR-acquired language skills in everyday situations, considering factors such as confidence, accuracy, and cultural competence. By analyzing recent studies and learner experiences,  Continue Reading →

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ESL
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Empowering non-native English-speaking teachers in Ontario: Challenges and opportunities


Written by - Isil Senturk, Canada

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*See PDF for images.

Abstract

This study examines the experiences of Ontario Certified English Language Teachers (OCELTs) who are non-native English-speaking teachers (NNESTs), using Kolb’s Experiential Learning Cycle to frame their professional strengths and challenges. Drawing on a mixed-methods approach, including surveys, interviews, and reflective journaling, the research highlights NNESTs’ unique assets, such as cultural sensitivity, empathy, multilingual skills, and shared learning experiences, which enrich their teaching in multicultural classrooms. Yet, it also reveals persistent obstacles, including discriminatory hiring practices, linguistic disconnects, and inadequate institutional support. The findings suggest that reflective practices, rooted in Kolb’s model, can empower NNESTs by fostering professional growth and resilience. The study calls for a shift in Canadian TESL (Teaching English as a Second Language) policy to value NNESTs’ pedagogical strengths,  Continue Reading →

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ESL, Experiential
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Exploratory rhetorical analysis of TESOL conference abstracts


Written by - Addison Jalbert and Ritaj Karaja, Canada

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Abstract

Discourse analysis research has previously investigated the rhetorical structure of abstracts found within empirical texts. This has been used to inform academic writing practices and instruction of English for Academic Purposes courses. More recently, this research has analysed abstracts submitted to conferences in the area of Teaching English to Speakers of Other Languages (TESOL). Research on the rhetorical structure of abstracts has utilized Swalesian rhetorical move-step analysis to figure out if they follow the models Create a Research Space (CARS; Swales, 1990) or Introduction-Methods-Results-Discussion (IMRD; Lores, 2004), finding mixed results (Kessler et al., 2014; Yoon & Casal, 2020). The current study investigated abstracts successfully accepted into a TESOL conference proceeding (KOTESOL, 2023) to continue this research using similar methods,  Continue Reading →

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Conference, EAP, ESL
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Practical tips for early-career language teachers to build resilience


Written by - Aide Chen, Canada

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While resilience has become a buzzword across many helping professions, research on language teacher resilience is still in its early stages, with much yet to be explored about how teachers, particularly those new to the profession, navigate challenges and sustain themselves in their teaching careers. To help bridge this gap, I draw on insights from my PhD dissertation, which examined the experiences of early-career English as an Additional Language (EAL) teachers in Ontario, Canada, focusing on how they built early-career resilience (Chen, 2023). Synthesizing these findings, this article introduces the what, why, and how of early-career teacher resilience: What does teacher resilience mean? Why is it important to pay attention to it now more than ever? And how might new teachers begin to build and sustain it?  Continue Reading →

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Strategies and Tips, Teaching
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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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For images, download the pdf. 

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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