Spotlight — Irene Kosmas


Written by - An interview with Irene Kosmas

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Thank you for taking the time for this interview, Irene! You were nominated for the Spotlight by Farnaz Karimian for the impact you have on the TESL world – so tell us a little about your current work. 

Thank you so much, and thank you to Farnaz for the kind nomination. It means a great deal coming from a colleague and friend in this field.

I currently serve as Program Coordinator at Humber Polytechnic’s English Language Centre, providing academic leadership for our English for Academic Purposes (EAP) certificate and Teaching English as a Second Language (TESL) graduate certificate programs, where I also supervise practicum placements, working closely with teacher candidates as they move from theory into practice.  Continue Reading →

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Spotlight
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Finding voice through story: Supporting EFL writers with digital storytelling


Written by - Anthony Daynes, Canada

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Storytelling has long been a powerful tool for teaching and learning. Across cultures and disciplines, it allows educators and students to connect personal experience with academic content. In language classrooms, storytelling can take many forms, like written narratives, digital stories, reflective journals, or oral accounts. Yet many teachers hesitate to incorporate storytelling into writing instruction. Time constraints, curriculum demands, assessment pressures, and large class sizes can make narrative work seem impractical, as traditional academic writing goals typically conflict with personal expression.

However, when implemented meticulously, storytelling can become more than an engaging activity; it can serve as a powerful catalyst for writing development. By grounding language practice in lived experience, storytelling can increase fluency, deepen engagement, and help learners build both confidence and writing skills (Pomerantz &  Continue Reading →

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ESL, Literacy, Teaching, Uncategorised
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Teaching vocabulary through deliberate and incidental activities: Integrating AI and online tools for deeper learning


Written by - Elif Once-Buyukerol & Mohammad Reza Montazeri, Canada

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Introduction

Vocabulary learning can occur deliberately or incidentally, but these approaches may differ in purpose, process, and effectiveness. Deliberate learning of second language (L2) vocabulary refers to intentional learning of words, in which learners focus on memorizing or practicing words through activities like flashcards, dictionaries, or word exercises (e.g., Nakata, 2020). On the other hand, incidental learning pertains to the learning of vocabulary as a by-product of meaning-focused tasks rather than through explicit memorization (Boers, 2020). For example, learners may be reading or listening and picking up new words without the deliberate intention to study them.

Research has shown that deliberate learning is particularly important for beginning-level learners, which leads to faster short-term gains (Webb et al.,  Continue Reading →

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AI, Vocabulary
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Prioritizing deliberate reading to maximize SL learners’ vocabulary gain: An example of teaching formulaic language


Written by - Driss Ait El Haj, Canada

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In the context of second language (SL) acquisition, studies on the benefits of teaching vocabulary through reading have yielded significant outcomes, sparking debates over the most effective methods for vocabulary acquisition. Some studies argue that incidental learning helps SL learners acquire the form-meaning connection, as they are exposed to substantial input through reading and listening (Nation & Webb, 2017). Still, we should prioritize deliberate reading within the purview of instructed second-language acquisition (ISLA) if the aim is to teach form, especially formulaic language.

Incidental versus deliberate vocabulary learning

Given the ongoing debate over the efficiency of deliberate and incidental learning and their contributions to SL learning, it is crucial to compare the two before delving into teaching and learning vocabulary.  Continue Reading →

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ESL, Reading, Vocabulary
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Virtual exchange as a curriculum tool in EFL higher education for the development of intercultural competences, social awareness and global citizenship


Written by - Andrés Chinchín Talavera, Canada

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Abstract

In an increasingly globalized world, English as a Foreign Language (EFL) education cannot limit itself to the competent use of grammatical rules, phonology, and lexical accuracy, but it must offer students the opportunity for real encounters that aid their development of intercultural communicative competences, social awareness, and global citizenship—connecting the Global-North and the Global-South. This paper provides a qualitative study for the achievement of this result through the incorporation of a virtual exchange curriculum in the EFL higher education curriculum. The research was conducted at Universidad de Las Americas in Quito, Ecuador, in partnership with Columbia University in New York City. 26 Ecuadorian students, ages 19 to 25, were examined to determine their development.  Continue Reading →

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Virtual Exchange
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Generative derailments: Collaborative curriculum design with older adult language and literacy learners


Written by - Mercedes Veselka & Natalia Balyasnikova, Canada

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Tension is central to teaching. All the same, I somehow always feel surprised when my lesson plans come off the rails, failure haunting me as I try to understand what went wrong. As an adult literacy and language teacher, my curriculum development process has often felt similar to the halting, meandering progress of the Toronto subway: hopeful, but never certain I’ll arrive where I intended. When I was invited by my supervisor, Natalia, to collaborate with her on a research project designing a ten-week creative and arts-based language and literacy program for older adult learners, I was excited to practice what I had been learning in graduate school. This project’s premise was deceptively straightforward. We wanted to explore how older adult language and literacy learners made sense of their experiences through creative and arts-based approaches to language and literacy learning.  Continue Reading →

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Curriculum, Literacy
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Artificial intelligence in education: A practitioner-informed perspective on opportunities, challenges, and human-centered integration


Written by - Staci-Anne Nogami, Canada

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Abstract

The integration of artificial intelligence (AI) in education is transforming teaching and learning across global contexts. While existing literature highlights the potential of AI to support personalized learning, improve efficiency, and expand access, less attention has been given to practitioner-informed perspectives grounded in sustained classroom experience. This paper draws on 19 years of international teaching and curriculum development experience across Japan, the United Arab Emirates, and Canada to critically examine the role of AI in education. It argues that AI’s effectiveness depends not only on technological advancement but on its alignment with pedagogical practice, ethical considerations, and human-centered learning design. By synthesizing research with classroom-based insights, this paper explores the benefits, limitations, and future implications of AI,  Continue Reading →

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AI, Literacy, pedagogy
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Spotlight — Farnaz Karimian


Written by - An interview with Farnaz Karimian

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Farnaz, you have a ton of experience—from all sorts of teaching to curriculum development to management—and now host of your own podcast, Learning off the Syllabus. Tell us everything about this exciting venture.

I’m so excited that you asked about Learning Off the Syllabus! Thank you, Nicola! This is a project that I started during a difficult turning point in my career. To provide a bit of context, two days before a new term began, I lost my teaching position. As a contract professor in the college sector, I knew losing work would be absolutely inevitable, but knowing it in theory didn’t make it easier when it actually did happen.  I found myself grappling with really hard (and uncomfortable) questions about my own identity,  Continue Reading →

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Spotlight
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Open Educational Resources for inclusive language


Written by - Anh Le-Noronha, Canada

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Introduction: Why inclusive language education matters

Language education increasingly takes place in classrooms characterized by linguistic, cultural, and cognitive diversity. Learners bring varied educational backgrounds, lived experiences, and ways of processing information. Neurodiverse and plurilingual learners are not exceptions within contemporary language programs. They are central participants whose needs challenge instructional models that rely heavily on fixed textbooks, standardized pacing, and uniform assessment practices. When materials and learning activities lack flexibility, learners may encounter barriers to access, engagement, and meaningful participation.

Open Educational Resources (OER) offer a promising pathway toward more inclusive language education. OER are teaching and learning materials that are freely available and openly licensed, allowing educators to use, adapt, and share them.  Continue Reading →

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EAL, ESL, Language
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See it, feel it, move it, read it: Reading with all your senses for adult EAL learners


Written by - Heidi Brooks, Canada

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Introduction

Ahmed was a highly motivated upper literacy student with fewer than six years’ education in his first language. He had good attendance and a positive attitude about school and learning.  His speaking and listening skills were strong, and he communicated effectively. At the time, Ahmed was employed at a local pizza shop, and his goal was to get his Canadian citizenship and open a family business.

I first met Ahmed when his teacher referred him for reading support. She observed him struggling to read basic CVC words—single-syllable three-phoneme (sound) word that follows the pattern of consonant sound, vowel sound, consonant sound. He had trouble distinguishing words like pat and pit,  Continue Reading →

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ESL, Experiential, Reading
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HyFlex LINC literacy: Challenges and successes


Written by - Javeria Rebaz and Rowan Lomas, Canada

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Literacy instruction in the context of Language Instruction for Newcomers to Canada has traditionally been conducted exclusively in physical classrooms, with paper and pencil, worksheets, binders, notebooks, and perhaps the weekly Computer-Assisted Language Learning lesson in an on-site computer lab. The thought of teaching English to students who may have little to no schooling, reading, or writing skills in even their first language in an online setting seemed a remarkably daunting task, and still does to many in the field. “Wait, what, how?” is a common refrain when the topic of virtual Literacy instruction comes up at industry events. As noted in Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program (IRCC, 2011), for the most part,  Continue Reading →

Categories:
ESL, LINC
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TESL Ontario 2025 Report


Written by - Stephanie Kinzie, Canada

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Abstract

This report summarizes key findings of TESL Ontario’s 2025 member survey. As in past surveys, a representative sample of TESL Ontario members shared data about their personal and professional situations as well as perspectives on services for members. Respondents reported employment in a broad spectrum of roles both in Canada and abroad, and they used TESL Ontario’s PD offerings and affiliate Chapters to connect and engage in professionalization. Finding and maintaining stable employment was a key concern due to recent changes in immigration policy and ongoing concerns with funding. Opportunities for TESL Ontario to support members include increasing advocacy efforts; providing access to research, employment, and professional resources; and pursuing a wider range of member benefits.  Continue Reading →

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EAL, EAP, ESL
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